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Minneapolis  Public  Schools 

1913-14 


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Digitized  by  the  Internet  Archive 
I    in  2007  with  funding  from 
t'^^    Microsoft  Corporation 


http://www.archive.org/details/courseofstudyminOOminnrich 


COURSE  OF  STUDY 


MINNEAPOLIS  PUBLIC  SCHOOLS 


CHARLES  M.  JORDAN 

SUPERINTENDENT 


1913 


PUBLISHED  BY  THE  AUTHORITY  OF  THE 

p-v    .-  .  r  *^.^,  -^-<^  .<  BOARD  OF  EDUCATION 


'  FOREWORD 

In  the  spring  of  1911,  a  com:nittee  of  twenty  principals 
was  appointed  by  the  Superintendent  to  make  sug-gfestions  as  to 
a  new  course  of  study  and  the  organization  and  administration 
of  the  city  schools.  After  a  year's  work,  courses  in  the  various 
subjects  were  agreed  upon  and  recommended  to  the  Superin- 
tendent with  suggested  changes  in  text-books.  These  courses 
were  referred  by  the  Superintendent  to  his  assistant  and  the 
supervisor  of  primary  work  for  editing.  With  such  correlation 
as  the  courses  permitted  and  such  modifications  as  were  neces- 
sary and  desirable^  if nd  agreed  to  by  the  sub-committees  of  the 
CbmfiVttee  l>f  f  w^^^ty,  this  Course  of  Study  was  reported  by 
the^Sui^^rintejident  .^.o'the  Board  and  adopted  June  11,  1912. 
;•'•.:  ;*^'^*-'^^'^*  ^'^s.l^**^t4y  in  mind  in  the  preparation  of  this 
course  has  been  to  recognize  the  new  social  values  of  the  sub- 
ject matter  and  the   psychological  development  of  the  child. 

In  June,  1913,  teachers  and  principals  were  asked  to  make 
written  comments  based  upon  the  yearns  trial  of  the  course. 
These  criticisms  and  suggestions  were  discussed  at  conferences 
with  various  groups  of  teachers.  As  a  result  such  substitutions, 
eliminations  and  rearrangements  were  made  as  to  better  adapt 
the  course  to  the  needs  of  the  pupils. 


GENERAL  ORGANIZATION 

I.  Classification. 

The  Kindergarten  course  is  one  year's  work  preparatory  to  the  Ele- 
mentary course. 

The  Elementary  course  is  divided  into  eight  years  or  grades,  running 
from  the  First  to  the  Eighth.  Each  year  or  grade,  except  the  first,  that 
being  considered  a  unit,  is  divided  into  semesters  or  classes,  the  lower 
being  the  "B"  and  the  upper  the  "A";  hence  "5B"  means  Fifth  Grade, 
first  semester's  class. 

The  High  School  course  is  divided  into  four  years  or  grades,  known 
as  First  year,  Second  year,  Junior,  and  Senior,  which  are  the  ninth, 
tenth,  eleventh,  and  twelfth  years  or  grades  of  the  whole  public  school 
course, 

II.  School  Year. 

School  begins  the  first  week  in  September  and  continues  for  forty 
weeks,  with  two  weeks  vacation  at  Christmas  and  one  at   Easter. 

III.  Daily  Session. 

Elementary  Schools  :  - 


Morning  Session 

Afternoon  Session 

1st  grade 

9:00  to  11:45 

1:15  to  2:45  or  1:30  to  3  :C0 

2nd  and  3rd  grade 

9:00  to  12:00 

1:15  to  3:15  or  1:30  to  3:30 

4th  to  8th  grade 

9:00  to  12:00 

1:15  to  3:45  or  1:30  to  4:00 

Elementary  grades  shall  have  a  fifteen  minute  recess  both  morning  and 
afternoon. 

The  above  schedule  shall  not  apply  to  the  Special  Schools. 
The  hours  of  the  one  session  schools  shall  be  as  follows : 

Morning  Class  Afternoon  Class 

Kindergarten  9:00  to  11:00  1:15  to  3:lSor  1:30  to  3:30 

First  Grade  9:00  to  12:00  1:00  to  3:30 

Other  Grades  8:30  to  12:00  1 :00  to  4 :00 

Seventh  and  Eighth  grade  rooms  may  have  one  session  as  arranged  by 
the  Superintendent. 

Each  teacher  of  a  one  session  elementary  school  is  responsible  for  one 
hour  of  work  outside  of  the  class  room  in  the  half  day  when  her  school  is 
not  in  session. 

High   School   (single  session). 

8:30  A.  M.  to  2:00  p.  m.  with  25  minutes  lunch  period. 


285686 


MINNEAPOLIS  PUBLIC  SCHOOLS 


IV. 


Rest  and  Physical  Training  Periods. 

1.  Buildings  luithout  gymnasiums. 

First  Grade. 

1  minute    at    9 :30  a. 
10  minutes  at  10 :00  a. 

2  minutes  at    2:00  p. 
2  minutes  at    3  :05  p. 

Second  to  Eighth  Grades. 

1  minute    at    9 :30  a, 

2  minutes  at  10 :00  a. 
10  minutes  at  11 :20  a. 

2  minutes  at    2 :00  p. 

2.  Buildings  zvith  gymnasiums. 

First  to  Fourth  Grades. 

As  in  buildings  without  gymnasiums. 
Fifth  to  Eighth  Grades. 
1  minute  at    9:30  a. 


M. 

daily. 

M. 

daily. 

M. 

daily. 

M. 

daily. 

M. 

daily. 

M. 

daily. 

M. 

daily. 

M. 

daily. 

daily, 
daily, 
daily, 
daily. 


1  minute  at  10:00  a. 
1  minute  at  11 :30  a. 

1  minute  at     2:00  p. 

and 

2  thirty-minute  periods  per  week. 

At  all  recesses,  rest  and  physical  training  periods,  except  at  3:05 
p.  M.,  the  windows  should  be  opened,  both  top  and  bottom,  in  order 
thoroughly  to  ventilate  the  class  room. 

All  recess  periods,  weather  permitting,  should  be  spent  in  the  open 
air.  In  inclement  weather,  even  if  the  outdoor  recess  is  deemed  inad- 
visable, all  pupils  should  leave  the  class  room,  so  that  the  room  may 
be  thoroughly  aired. 

Every  effort  should  be  made  at  recess  periods  to  teach  the  children  to 
play  games  as  vigorously  as  possible.  The  ordinary  recess  where  the 
children  stand  about  doing  nothing  is  of  slight  value  only.  Vigorous 
play  which  forces  deep  breathing  is  what  is  needed. 

Industrial  Periods  in  Elementary  Grades. 

First  to  Fifth  Grades — Work  for  both  boys  and  girls  in  connection 
with  the  work  in  drawing,  one  hour  and  a  half  per  zveek. 


Boys. 

Girls. 

Sixth  Grade. 

Industrial    drawing    and 
shop  work,  one  hour 
per  zveek. 

Sewing,     one    hour    per 
zveek. 

» 

Seventh  Grade. 

1.  Industrial  drawing, 

one   hour  per   zveek. 

2.  Shop  work,  two  hours 

per  zveek. 

1.  Sewing,   one  hour  per 

zveek. 

2.  Cooking,     tzvo     hours 

per  zveek. 

Eighth  Grade. 

1.  Industrial  drawing, 

one   hour  per  zveek. 

2.  Shop  work,  tzvo  hours 

per  zveek. 

1.  Sewing,  one  hour  per 

zveek. 

2.  Cooking,     tzvo     hours 

per  zveek. 

SUGGESTIVE  TIME   SCHEDULE 


^ 

First 
Grade 

Second 
Grade 

Third     Fourth 
Grade  ,  Grade 

Fifth 
Grade 

Sixih 
Grade 

Seventh   Eighth 
Grade     Grade 

Opening  Exercises 

5  periods 
80  min. 

50  min. 

5  periods  5  periods; 5  periods 
50  min.  25  min.!25  min. 

5  periods 
25  min 

5  periods  5  periods 
25  min. '25  min. 

Recesses 

10 
150 

10 
150 

10 
150 

10 
150 

10 
150 

10 
150 

10 
150 

i# 
150 

Physical  Training 

5 

50 

5 
50 

5 

50 

5 
50 

5 

50 

5 

50 

5 

50 

5 

50 

Hygiene  

1 

20 

1 
20 

1 
20 

I 
20 

1 
30 

1 
30 

1 
30 

1 
30 

Phonics  and  Word  Study 

10 

200 

5 

25 

10 
200 

10         Is 
150    i    100 

3 
75 

2 
50 

2 
50 

2 
50 

Spelling 

5 

75 

5               5 

75    1      75 

5 

75 

5 

75* 

5 

75* 

5 

75* 

Reading  

26 

400 

20 
365 

15 

365 

5 

250 

5 
240 

5 

220 

4 

120* 

4 

120* 

Oral  Lansruacre 

5 

90 

5 
90 

5 

90 

5 

90 

3 

90 

3 
90 

1 
30 

30 

Written  Language     

5 

50 

^ao 

3 

60 

4 

120 

4 
120 

%20 

2 
60 

2 
60 

Grammar 

3 

180 

3 

180 

Arithmetic 

5 

150 

5 

200 

5 

200 

5 
225 

5 

225 

3 
180 

3 

180 

Geography  &  Nature 
Study    

2 
25 

3 

50 

3 
50 

4 

120 

4 

120 

4 

120 

2 

70* 

2 

70* 

History  and  Civics 

3 

60 

3 

60 

3 

75 

3 
105* 

3 
105* 

Penmanship.. 

5 

60 

5 

75 

5              |5 

75    1      75 

5 
75 

5 

75 

3 

60 

3 

60 

Music 

5 

75 

5 

75 

5 

75 

5 

75 

5 

75 

5 

75 

5 

75 

5 

75 

Drawing  and 
Construction  work 

4 
80 

3 

90 

3 

90 

3 

90 

3 

90 

2 

60 

3 

60 

2 
60 

Manual  Training  or 
Domestic  Art  &  Science 

1 

:    60 

1 
180 

1 
180 

♦Supervised  Study 

160 

150 

150 

150 

150 

Totals 

1275 

1500 

1500 

1650 

1650 

1650 

1650 

1650 

1.  The  small  fl&ure  in  the  upper  left  hand  comer  of  each  space  indicates  the  number  of  periods 

to  be  riven  to  the  subject  each  week. 

2.  The  large  figures  in  center  of  space  indicate  the  number  of  minutes  to  be  given  to  a  subject 

each  week.    This  includes  the  time  given  to  recitations  and  independent  study  in  school. 

3.  The  •  indicates  the  study  in  which  home  study  may  be  required.    The  table  below  is  sugges- 

tive as  to  amount  of  time  given  each  week  to  home  study  in  starred  subjects. 

Grades  VII  and  VIII: 

Reading  and  Spelling 1%  hours 

Geography %     " 

History  and  Civics %     " 

Total 2]4  hours 

Grade  V  and  VI : 

Spelling 1  hour 

Total 1  hour 

•Supervised  study  periods  will  make  home  study  unnecessary  in  the  majority  of  cases. 


6  COURSE  OF  STUDY 

KINDERGARTEN   COURSE 

The  aim  of  the  kindergarten  is  the  fullest  possible  development  of  the 
"whole  child" ;  conditioned  and  determined  by  his  growing  powers  and 
social  conditions. 

"First  the  blade,  then  the  ear,  then  the  full  corn  in  the  ear." 

1.  To  secure : 

(a)  Physical  control:  growth  and  self-direction. 

(b)  Mental  development:  proper  reaction  to  selected  stimuli. 

(c)  Ethical    training:    correct   relationship   of   the   child  with   his 

associates. 

2.  Through 

(a)  Establishment  of  good  physical  habits. 

(b)  Sense-training  and  the  proper  association  of  ideas  and  activi- 

ties. 

(c)  Practice  of  ethical  principles  in  social  intercourse. 

I.  Physical  Education. 

Spontaneous  play  and  activity,  the  gaining  of  general  control  rather 
than  exercise  in  any  special  direction,  should  be  the  purpose  of  the 
work.  Activities  should  be  those  which  require  large  bodily  movements 
in  the  form  of  rhythmic  play.  Good,  physical  habits  should  be  estab- 
lished as  proper  position  of  body  in  standing  and  sitting,  cleanliness, 
neatness,  order,  etc. 

1.  Marching,   skipping,   running  and  other  rhythmic  movements,  ac- 

companied by  instrumental  music. 

2.  Gymnastic   exercises,   imitating    (a)    familiar  movements   seen   in 

the  home  and  in   the  street ;    (b)    movements  of  animals ;    (c) 
movements  of  workmen. 

3.  Finger  plays. 

4.  Ball  games,  rolling,  bounding,  throwing  and  catching. 

5.  Games  for  training  the  senses. 

6.  Games  in  a  ring;   (a)  trade  games,   (b)  nature  games,  (c)   social 

games,  (d)  impromptu  plays  suggested  by  stories  and  songs. 

7.  Free  play  at  recess,  introducing  a  few  common  toys,  as  balls,  tops, 

jumping  ropes,  bean  bags,  reins,  dolls. 

II.  Language. 

As  a  result  of  sense  training,  the  child  perceives  rapidly  and  accur- 
ately and  should  be  encouraged  to  make  comparisons  and  to  express 
relations.  Clear  imaging  leads  to  correct  statement  and  should  be  a 
definite  aim  in  language  work  in  the  Kindergarten. 

The  experiences  and  ideas  gathered  by  the  children,  learning  of  nursery 
rhymes  and  songs,  picture  making  and  drawing  as  a  means  of  expres- 
sion, and  conversations  with  the  teacher  form  a  basis  for  their  later 
work  in  English. 


KINDERGARTEN  7 

1.  Stories  and  conversations  relating  to  life  in  the  home,  the  doings 

of  children,  cleanliness  and  health,  the  life  of  animals  and  plants, 
the  weather,  the  seasons,  holidays,  etc. 

2.  Memorizing  choice  songs,  also  rhymes  and  jingles. 

3.  Attempts  at  reproducing  simple  stories. 

4.  Practice  in  distinct  enunciation ;  a  few  phonic  elements  compared 

with  the  sounds  made  by  animals. 

5.  Special  effort  to  enlarge  the  vocabulary  by  learning  the  names  of- 

things  seen  and  handled  in  Kindergarten. 

III.  Form  and  Number. 

The  sense  of  quantity  and  relation  will  develop  in  connection  with 
their  activities,  their  plays,  games  and  the  use  of  material.  Through 
handwork  they  are  gaining  motor  and  visual  perception  of  form. 

1.  Counting  children,  blocks,  shells,  acorns,  edges,  corners,  etc. 

2.  Measuring  sticks   from  one  to  five  inches;   measuring  edges  of 

squares  and  cubes. 

3.  Naming  and  combining  halves  and  quarters  in  building  and  paper 

folding. 

4.  Suggestion  of  twos,  threes,  fours  in  weaving. 

5.  Sense  games  to  give  experiences  in  judging  form,  size,  weight  and 

dimension  of  objects. 

6.  Handling,  combining  and  arranging  materials  to  give  experiences 

in  variety  of  form  and  to  develop  originality.    All  work  in  num- 
ber and  form  is  merely  incidental. 

IV.  Art:  Drawing  and  Hand  Work. 

Drawing  for  children  of^  kindergarten  age  is  picture  writing,  not 
artistic  expression.  The  teacher  should  draw  with  and  for  the  children 
and  encourage  conversation  about  the  pictures.  Drawings  should  be 
large,  made  with  long,  free  movements. 

Design :  with  peg  tiles,  simple  arrangements  of  units,  sorting  of  dif- 
ferent materials  and  arrangements  of  leaves  and  other  nature  materials. 

Color  work :  experiment  with  colored  crayons,  require  recognition  of 
six  standard  colors,  give  color  experiences  in  the  use  of  gifts  and 
occupation  materials. 

Through  handwork  the  child  gives  expression  to  his  thought;  learns 
to  use  many  kinds  of  material  and  very  simple  artistic  processes;  gets 
control  of  a  few  fundamental  tools,  the  scissors,  crayon  and  needle. 

1.  Building  with  blocks. 

2.  Modeling  in  sand  and  clay. 

3.  Designing  and  outlining  with  tablets,  sticks,  rings  and  seeds  (lim- 

ited). 

4.  Drawing:  illustrative  and  object.    Daily  practice  on  blackboard. 

5.  Painting  with  colored  crayons  natural  objects  having  bright  colors. 

6.  Weaving   with   colored   splints   in   heavy  manila   paper  mats  and 

fringes   (not  less  than  one-half  inch  in  width).     Free  weaving 
with  grass  or  raffia. 


8  COURSE  OF  STUDY 

7.  Sewing,  with  or  without  a  needle  (limited). 

8.  Paper  folding.     Simple  forms  and  objects  developed  from  squares, 

oblongs  and  circles. 

9.  Paper  cutting  and  mounting,  (a)  free  and  illustrative;  (b)  cutting 

to  crease  and  line.     Construction  of  simple  objects  of  interest 
to  children  as  toys. 

V.  Music. 

Musical  experience  through  rote-songs ;  the  establishing  of  a  feeling 
for  rhythm,  and  tone  relationship ;  special  attention  given  to  indi- 
viduals; pleasant,  musical  voice  taught  through  imitation, 

1.  Listening  to  instrumental  music. 

2.  Singing  to  children. 

3.  Memorizing  simple  songs. 

4.  Marching  to  music,  also  recognizing  and  responding  in  movements 

to  various  rhythms. 

5.  Practice  in  sense  games  in  recognizing  notes  that  are  alike  and 

unlike,  high  and  low. 

VI.  Nature  Interests. 

The  aim  in  nature  study  is  to  develop  a  sense  of  delight  in  nature 
and  kinship  with  living  things  through  interesting  play  with  nature 
material. 

1.  Observation  of  the  sun,  the  moon,  the  stars,  the  sky,  the  clouds, 

rain,  snow,  the  sunset,  the  rainbow,  shadows   indoors  and  out, 
long  and  short  days,  the  seasons,  etc. 

2.  Care  of  living  animals,  as  a  cat,  ^  kitten,  a  rabbit.     Picture  books 

of    animals    used    daily.      Sounds    of    animals    imitated.      Ob- 
serving life  in  the  aquarium. 

3.  Care  of  the   caterpillar,    its  cocoon,   the  butterfly   or  moth,   ants, 

flies,  spiders,  bees. 

4.  Planting    flowers    and    vegetable    seeds    in    the    springtime ;    fall 

planting;  watering  plants. 

5.  Naming    plants,    flowers,    fruits,    grains,    autumn    leaves,    dried 

grasses  and  grains  used  in  decoration,  pictures,  etc. 

6.  Sorting  and  arranging  seeds,  shells  and  pebbles. 

7.  Observing  nests  and  other  homes  of  animals.    Learning  names  of 

natural  objects,  as  acorns,  cones,  chestnut  burrs,  milkweed  pods, 

mosses,  etc.     (See  Language.) 

Note:    The  children  handle  and  play  with  these  natural  objects, 

learning  their  names,  colors  and  uses ;  there  is  no  formal  study 

of  them. 

8.  Walks  and  excursions  if  possible. 

VII.  Ethical  Training. 

The  child  prepares  for  social  life  by  engaging  in  the  social  activities 
of  the  Kindergarten  which  reproduces  within  itself  typical  conditions 


KINDERGARTEN  9 

of  social  life.  He  is  influenced  by  the  conduct  of  his  companions  and 
the  personality  of  the  teacher  in  forming  ideals  of  conduct.  Right 
feelings  should  have  occasion  for  their  exercise  if  they  are  to  grow 
into  right  habits.  Books  and  nature  supply  material,  work  and  play 
afford  proper  activities  but  the  most  potent  factor  in  ethical  training  in 
the  Kindergarten  is  the  personality  of  the  teacher. 

1.  Appropriate  conversations,  pictures,  stories  and  songs. 

2.  PunctuaHty  and  cleanliness  enforced;  care  of  room. 

3.  Acts  of  politeness  and  kindness  encouraged  and  frequently  sug- 

gested. 

4.  Instrumental  music  used  to  arouse  and  to  quiet. 

5.  Care  of  animals  and  plants. 

6.  Observation  of  holidays  and  birthdays  (particularly  children's  and 

parents'). 

7.  Interest  in  the  school,  the  flag  on  the  school  and  in  the  Kindergar- 

ten room,  the  streets,  parks,  and  monuments  of  the  city,  lead- 
ing to  simple  thoughts  and  songs  of  our  country. 

8.  Sympathy,  pleasant  tones  of  voice. 


10  COURSE  OF  STUDY 


ENGLISH 

The  object  of  the  work  in  English  in  the  elementary  schools  is  to 
train  pupils  to  speak,  read,  and  write  the  mother  tongue,  and  to  enjoy 
and  profit  by  its  literature.  The  dominant  purpose  of  this  course  is  to 
unify  the  work  in  English  throughout  the  grades.  The  accomplish- 
ment of  this  purpose  involves  much  detailed  work  in  specific  subjects, 
such  as  word-study,  phonics,  penmanship,  spelling,  composition,  gram- 
mar, etc.  These  subjects  are  too  often  treated  as  ends  in  themselves 
rather  than  as  means  to  an  end.  In  the  general  scheme  the  purpose 
of  the  various  phases  of  English  work  are  indicated  so  that  with  the 
objective  points  constantly  in  mind,  the  details  of  the  work  will  be 
properly  subordinated  and  yet  will  suffer  no  loss  of  dignity.  It  will 
be  noted  that  an  exercise  in  a  specific  subject  may  contribute  to  sev- 
eral ends,  each  of  which,  however,  the  teacher  must  have  clearly  in 
mind  even  though  working  for  a  single  definite  result;  further  that 
the  various  means  indicated  have  not  all  an  equal  educational  value, 
hence  equal  time  and  emphasis  should  not  be  given  to  all. 

The  relation  between  the  English  work  and  the  other  subjects  pro- 
vided for  in  the  course  of  study  is  sometimes  misunderstood.  The 
reading  and  reproduction  of  history,  geography,  etc.,  should  not  occupy 
the  time  devoted  to  English,  but  should  have  a  definite  time  assigned 
in   connection   with   those   subjects. 

READING  AND  LITERATURE. 

The  aim  of  the  work  in  elementary  reading  is  to  train  pupils  so  that 
they  may  be  able  to  find  independently  the  thought  expressed  in  writ- 
ten or  printed  form  and  to  turn  to  books  for  knowledge,  pleasure  and 
inspiration.  This  aim  involves  (a)  the  study  of  the  form,  sound  and 
meaning  of  words;  (b)  the  making  of  the  thought  and  sentiment  alive 
for  the  pupils;  and  (c)  the  choice  of  reading  matter  that  appeals  to 
the  child's  interests,  that  is  of  good  literary  quality,  that  is  ethically 
sound,  that  will  create  ideals,  and  that  is  characterized  by  scope  and 
variety.  To  accomplish  this  aim,  various  kinds  or  forms  of  reading 
must  be  used,  as  oral  reading,  silent  reading,  dramatic  reading,  and 
home  or  outside  reading. 

Oral  reading  occupies  a  large  part  of  the  recitation  period  and 
always  presupposes  an  audience.  It  must  be  thinking  both  for  the 
reader  and  the  audience.  Here  the  power  of  interpretation  is  culti- 
vated and  tested. 

Silent  reading  in  reality  must  precede  oral  reading  and  is  necessary 
to  it.     Dr.  Balliet  states  the  relation  between  oral  and  silent  reading 


READING  AND  LITERATURE  11 

as  foflows:  "The  association  between  the  printed  word  and  the 
thought  should  be  made  first,  as  it  is  in  the  case  of  all  children  who 
have  never  had  the  sense  of  hearing.  After  this  association  has  been 
made,  that  between  the  oral  vocabulary  and  the  p^rinted  vocabulary 
should  be  made.  Silent  reading  is  the  agency  which  enables  the  child 
to  look  through  the  words  to  the  thought  in  the  same  way  that  one 
looks  through  a  clean  window  glass  to  the  objects  beyond."  Skill  in 
silent  reading  is  never  acquired  through  oral  reading,  as  some  think; 
in  fact,  oral  reading  trains  ear-mindedness  while  silent  reading  eye- 
mindedness.  The  expert  silent  reader  does  not  have  "to  hear"  his 
own  voice  or  experience  the  muscular  tension  of  speech.  He  reduces 
to  a  minimum  time  and  energy  by  making  direct  associations  between 
the  page  and  the  thought. 

Dramatic  reading,  like  oral  reading,  presupposes  an  audience.  It 
gives  freer  rein  to  the  imagination  and  the  power  of  interpretation. 
"Dramatizing  is  a  potent  factor  in  teaching  oral  reading  and  oral  lan- 
guage because  it  makes  the  child  understand  literature,  because  it 
makes  him  self-reliant,  and  because  it  makes  him  see  the  vital  rela- 
tion betwen  a  story  and  the  life  he  is  living  today." 

Home  reading  is  such  a  valuable  adjunct  to  the  regular  work  of 
the  school  that  the  wise  teacher  cannot  neglect  fosterirg  the  home 
reading  habit.  The  list  given  is  only  suggestive.  The  teacher  must 
find  out  first  what  lines  the  child's  interests  follow,  then  what  books 
will  satisfy  or  direct  that  interest.  She  may  then"  influence  the  child 
to  choose  the  good  instead  of  the  bad  in  literature. 

In  the  course  definite  literary  units  for  study  and  reading  are  given, 
as  these  are  more  important  than  a  mere  list  of  reading  books,  if  the 
course  is  to  have  a  plan  and  purpose  running  through  it.  A  generous 
amount  of  literature  dealing  with  the  preternatural  (myths,  folk  tales, 
fables,  legends,  etc.)  is  given.  Children  have  a  natural  craving  for 
it  and  literature  for  children  deals  largely  with  it;  and  such  literature, 
if  wisely  chosen,  has  a  distinct  ethical  value. 

OUTLINE   OF    WORK. 

I.  Oral  Reading. 

1.  Purposes:  ' 

(a)  To  get  the  thoughts  from  the  printed  page:  thinking. 

(b)  To  hold  the  thought:  feeling. 

(c)  To  give  the  thought:  expressing. 

2.  Means:  a' 

),.  1.  Association  of  ideas  with  words  and  groups  of  words. 

2.  Drill   in   phonics   to   make   the   pupil   independent   in   word- 

getting. 

3.  Material  appealing  to  the  pupil's  interest. 

4.  The  class  an  audience,  stimulating  the  reader  in  giving  and 

the  listeners  in  getting  the  thought. 


12  COURSE  OF  STUDY 

II.  Silent  Reading. 

1,  Purposes: 

(a)  To    get    the    thoughts    from    the    printed    page:    thinking 
through  visual  images. 

(b)  To  stimulate  the  imagination. 

(c)  To  awaken  thoughts  and  ideals  in  the  mind  of  the  reader 

(d)  To  assimilate  literature  as  a  means  of  growth. 

2.  Means: 

1.  Association  of  thoughts  and  printed  forms. 

2.  Independent  word-getting. 

3.  Material    satisfying   the   craving   for   information    and    the 

hunger  to  know  the  meaning  of  life.     "Books  reveal  us 
to  ourselves." 

III.  Dramatic  Reading. 

1.  Purposes: 

(a)  To  arouse  a  greater  interest  in  oral  reading. 

(b)  To  develop  an  expressive  voice. 

(c)  To  give  freedom  and  grace  in  the  bodily  attitudes   and 
movements  which  are  involved  in  reading  and  speaking. 

(d)  To  image  and  to  realize  situations. 

(e)  To  stimulate  and  develop  the  emotional  imagination. 

(f)  To  furnish  proper  ideals  of  conduct. 

2.  Means: 

(a)  Representation  of  thoughts  by  voice  and  action. 

(b)  Material    containing   dramatic    situations:    old    folk    tales, 
myths,  legends,  fables,  history,  adventures. 

(c)  Material  arranged  in  dialogue  form. 

(d)  Plays  worked  out  by  children. 

IV.  Home  Reading. 

1.  Purposes: 

(a)  To  fix  the  reading  habit. 

(b)  To  create  a  taste  for  the  best  in  literature. 

(c)  To  open  to  the  pupil  the  "treasures  of  the   race  stored 
away  in  books." 

(d)  To  give  companionship  and  recreation. 

2.  Means  to  encourage: 

(a)  Stimulus  of  the  teacher's  enthusiasm  for  literature. 

(b)  Accessibility  and  ownership  of  books. 

(c)  Free    and    frank    discussion    in    school    of   books    read   at 
home. 


READING  AND  LITERATURE  13 

FIRST  GRADE. 
1.  Class  Reading. 

(a)  Method  Reader.     (Required.) 

Progressive  Road  to  Reading,  Books  I  and  II. 

(b)  Literary  Units  for  Study. 

1.  Required. 

Nursery    Rhymes,    Modern    Fairy    Tales,    Old    Folk   Tales, 
Fables: 
Mother  Goose  Rhymes. 
The  Old  Woman  and  Her  Pig. 
The  Little  Red  Hen. 
Chicken  Little. 
The  Gingerbread  Boy. 
The  Country  Mouse  and  the  City  Mouse. 
The  Three  Pigs. 

2.  Supplementary. 

The  House  that  Jack  Built. 

Little  Red  Riding  Hood. 

The  Three  Bears. 

Little  Tuppens. 

Little  Half  Chick. 

The  Lion  and  the  Mouse, 

and 
Stories  dealing  with  human  life  and  the  outdoor  worl^ 
as  found  in  the  books  used. 

(c)  Books  Used. 

Progressive  Road  to  Reading.  Books  T  and  IT. 

Baldwin  and  Bender's  First  Reader. 

Wheeler's  First  Reader. 

Riverside  First  Reader. 

Summer's  First  Reader. 

Elson  Primary  School  Reader,  Book  One. 

Edson-Laing  Reader,  Book  One. 

The  Wide  Awake  First  Reader. 

Gordon  Readers,  Second  Book. 

Reading-Literature,  Primer — Free  and  Treadwell. 

Reading-Literature,  First  Reader — Free  and  Treadwell. 

Cherr>  Tree  Children — Blaisdell. 

Folk  Lore  Stories  and  Proverbs — Wiltse. 

Folk  Lore  Readers,  Book  I — Grover. 

Jingle  Primer — Brown  and  Bailey. 

Sunbonnet  Babies'  Primer — Grover. 

Circus  Reader — Jones. 

Art-Literature  Reader,  Book  I — Grover  and  Chutter. 

Boy  Blue  and  His  Friends — Blaisdell. 

Congdon  Pamphlet  Series. 


14  COURSE  OF  STUDY 

(d)   Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion, see  the  stories  in  italics  in  the  list  under  Spoken  Eng- 
lish. With  this  type  in  mind,  selection  should  he  made  from 
the  books  used. 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
In  the  Child's  World — Poulsson. 
How  to  Tell  Stories  to  Children — Bryant. 
Kindergarten  Stories — Wiltse. 
Mother  Stories — Lindsay. 
In  Storyland— Harrison. 
For  the  Children's  Hour — Poulsson. 
Boston  Collection  of  Kindergarten  Stories. 
The  Story  Hour— Wiggin. 
The  Oak  Tree  Fairy  Book — Johnson. 
Uncle  Remus — Harris. 
Peter  Rabbit— Potter. 

Fairy  Tales  Every  Child  Should  Know — Martin. 
Poems  Every  Child  Should  Know — Martin. 
Child  Life  in  Poetry— Whittier. 
Three  Years  With  the  Poets— Hazard. 
The  Posy  Ring — Wiggin  and  Smith. 
Fairy  Tales — Grimm. 

Through  the  Year — Clyde.  ^ 

Nature  Myths — Cook. 
The  Golden  Windows— Richards, 
i^sop's  Fables. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Mother  Goose  Rhymes:* 
Blow,  Wind,  Blow. 
Ding,  Dong  Bell. 
Hi,  Diddle,  Diddle. 
Humpty.  Dumpty. 
Hush-a-Bye,  Baby. 
Little  Bo-Peep. 
Little  Boy  Blue. 

Little  Cock  Sparrow.  t 

Little  Jack  Horner.  , 

Little  Miss  Muffet. 
Little     Robin  Red-Breast. 
Mistress  Mary. 

The  North  Wind  Doth  Blow. 
Old  Mother  Hubbard. 
Sing  a  Song  of  Sixpence. 


READING  AND  LITERATURE  15 

Bed  in  Summer — Stevenson. 
The  Cow — Stevenson. 

Who  Likes  the  Rain? — Bates. 

Twinkle,  Twinkle,  Little  Star— Taylor. 

The  Wind  and  the  Leaves — Cooper. 

Sleep,  Baby,  Sleep  (two  stanzas) — From  the  German.* 

Over  in  the  Meadow — Wadsworth.  , 

What  Does  Little  Birdie  Say? — Tennyson. 

My  Bed  is  Like  a  Little  Boat — Stevenson.* 

4.  Reading  for  Information. 

The  required  reading  books  and  the  supplementary  books 
.  -  recommended   contain   so  much   material   dealing  with   the 

outdoor  world   and   stories   of  past   achievements    that   no 
books  have  been  specified  for  this  grade. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature. 

Selections  to  be  made  from  the  list  of  books  used  and  the 
room  library. 

SECOND  GRADE. 
2B. 
1.  Class  Reading. 

(a)  Basal  Reader.     (Required.) 

Reading-Literature,  Second  Rea,der — Free  and  Treadwell. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Modern  Fairy  Tales,  Old  Folk  Tales,  Legends,  Myths, 
and  Fables: 
The  Three  Goats. 
The  Hare  and  the  Tortoise. 
The  Fox  and  the  Stork. 
The  Elves  and  the  Shoemaker. 
The  Discontented  Pine  Tree. 
The  Boy  Who  Cried,  "Wolf!" 
Why  the  Sea  is  Salt. 

(2)  Supplementary. 

Hansel  and  Gretel, 
The  Brave  Tin  Soldier. 
The  Pig  Brother. 
The  Fir  Tree. 
Philemon  and  Baucis. 
Thumbling. 

and 
Stories  dealing  with  human  life  and  the  outdoor  world 
as  found  in  the  books  used. 


16  COURSE  OF  STUDY 

(c)  Books  Used. 

Reading-Literature,  Second  Reader — Free  and  Treadwell. 
Baldwin  and  Bender's  Second  Reader. 
Wheeler's  Second  Reader. 
Aldine  Second  Reader. 

Summer's  Second  Reader.  ^ 

In  Mythland — Beckwith. 
'        Hiawatha  Primer — Holbrook. 

Graded  Poetry,  First  and  Second  Years. 

Twilight  Stories — Foulke. 

Children's  Classics  in  Dramatic  Form,  Book  I — Stevenson. 

Rhymes  and  Stories— Lansing. 

Tommy  Tinker's  Book — Blaisdell. 

Eugene  Field  Reader. 

Robert  Louis  Stevenson  Reader. 

That's  Why  Stories — Bryce. 

Congdon  Pamphlet  Series. 

(d)  Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion, see  stories  in  italics  in  the  list  under  Spoken  English 
and  in  Children's.  Classics  in  Dramatic  Form,  Book  L  With 
this  type  in  mind  selections  should  be  made  from  the  books 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Fables  and  Folk  Stories — Scudder. 
Heroes  Every  Child  Should  Know — Martin. 
The  Young  Folks'  Library — Aldrich. 
Stories  to  Tell  to  Children — Bryant. 
Half  a  Hundred  Stories — Milton  Bradley  Collection. 
Book  of  Nature  Myths — Holbrook. 
Cat  Tails  and  Other  Tales — Howliston. 
Christmas  in  Other  Lands — Plan  Book. 
Verse  and  Prose  for  Beginners — Scudder. 
The  Fairy  Book — Mace. 
Piccola's  Christmas — Wiggin. 

The   Little   Hero   of   Haarlem   and   others — "In   the    Child's 
World." 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Who  Has  Seen  the  Wind?— Rossetti.* 
Where  Go  the  Boats? — Stevenson. 
All  Things — Alexander. 
Lady  Moon— Rossetti.* 
My  Shadow — Stevenson. 
The  Swing — Stevenson.* 


READING  AND  LITERATURE  17 

The  Wind — Stevenson. 

Why  do  Bells  of  Christmas  Ring? — Field.* 
The  Child's  World— Matthew  Browne. 
The  Daisies — Sherman. 

4.  Reading  for  Information. 

History  and  Civics. 
The  Tree-Dwellers — Dopp. 
Stories  of  past  events  and  achievements. 

Geography  and  Nature  Study. 
Little  Folks  of  Many  Lands — (Chance. 
Fishing  and  Hunting — Dutton. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature. 

Selections  to  be  made  from  the  list  of  books  used  and  the 
room  library. 

SECOND  GRADE. 
2A. 
L  Class  Reading. 

(a)  Basal  Reader.     (Required.) 

Progressive  Road  to  Reading,  Book  HI  (first  half). 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Modern  Fairy  Tales,  Old  Folk  Tales,  Legends,  Myths, 
and   Fables: 
Androclus  and  the  Lion. 
King  Midas. 

Why  the  Evergreen  Trees  Keep  Their  Leaves. 
The  Foolish  Weathercock. 
Stories  of  Hercules. 
Apple  Seed  John. 
The  Honest  Woodman. 

(2)  Supplementary. 

The  Four  Friends. 
The  Lantern  and  the  Fan. 
The  Jackal  and  the  Alligator. 
Peter  Rabbit. 
Clytie. 

Epaminondas  and  His  Auntie. 
The  Dog  in  the  Manger. 
/  and 

Stories  dealing  with  human  life  and  the  outdoor  world 
as  found  in  the  books  used. 


18  COURSE  OF  STUDY 

(c)  Books  Used. 

Progressive  Road  to  Reading,  Book  III. 

Elson  Primary  School  Reader,  Book  Two. 

Riverside   Second   Reader. 

Edson-Laing  Reader,  Book  Two. 

Gordon  Readers,  Third  Book. 

Baker  and  Carpenter's  Second  Year  Language  Reader, 

Merry  Animal  Tales — Bigham. 

Reynard  the  Fox — Smythe. 

Eskimo  Stories — Smith. 

Polly  and  Dolly— Blaisdell. 

Dick  Whittington  and  Other  Stories — Lang. 

Art-Literature  Reader,  Book  II — Grover  and  Chutter. 

Fables  From  Afar — Bryce. 

Congdon  Pamphlet  Series. 

(d)  Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion, see  stories  in  italics  in  the  list  under  Spoken  English 
and  in  Children's  Classics  in  Dramatic  Form,  Book  I.  With 
this  type  in  mind,  selections  should  be  made  from  the  books 
used. 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Classic  Myths — Judd. 
Fairy  Book — Craig. 
Fables  and  Folk  Stories — Scudder. 
Eugene  Field's  Poems. 
Little  Folk's  Lyrics — Sherman. 
Nature  in  Verse — Lovejoy. 
Poems  from  Sunshine  Land — Thomas. 
Fifty  Famous  Stories — Baldwin. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
September — H.  H.  Jackson. 

Father  in  Heaven  We  Thank  Thee — Emerson* 
The  Brown  Thrush — Larcom. 
The  Owl  and  the  Pussy  Cat — Lear. 
Seven  Times  One — Ingelow. 
America — Smith. 
Thanksgiving  Day — Child.* 
Good  Night  and  Good  Morning — Houghton. 
Wynken.  Blynken  and  Nod — Field.* 
A  Real  Santa  Claus — Sherman. 
The  Wonderful  World— Rands. 


READING  AND  LITERATURE  19 

4.  Reading  for  Information. 

History  and  Civics. 
The  Early  Cave  Men — Dopp. 
Stories  of  past  events  and  achievements  in  books  used. 

Geography  and  Nature  Study. 
Stories  Mother  Nature  Told  Her  Children — Andrews. 
Around  the  World,  Book  One — Carroll. 
In  Pasture  and  in  Field — Dutton. 
Seed-Babies — ^Nlorley. 
,    5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature. 

Selections  to  be  made  from  the  list  of  books  used  and  the 
room  library. 

THIRD  GRADE. 
3B. 
1.  Class  Reading. 

(a)  Basal  Reader.     (Required.) 

Progressive  Road  to  Reading,  Book  III.  (complete). 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Modern  Fairy  Tales,  Old  Folk  Tales,  Legends,  Myths, 
and  Fables: 
The  Pied  Piper. 
Ulysses  and  the  Bag  of  Winds. 
Cinderella. 

Snow  White  and  Rose  Red. 
Puss  in  Boots. 
Benjy  in  Beastland. 
The  Blind  Man  and  the  Elephant. 

(2)  Supplementary. 

The  !Frog  Prince. 
The  Magic  Apples. 
The  Pot  of  Gold.- 
The  Two  Brothers. 
The  Six  Swans. 
The  Story  of  Arachne. 

and 
Stories  dealing  with  human  life  and  the  outdoor  world 
as  found  in  the  books  used. 

(c)  Books  Used. 

Progressive  Road  to  Reading,  Book  III. 
Baldwin  and  Bender's  Third  Reader. 
Wheeler's  Third  Reader. 


20  COURSE  OF  STUDY 

Aldine  Third  Reader. 
Fables  and  Folk  Stories — Sciidder. 
Fairy  Tales,  Vol.  I — Lansing. 
Book  of  Nature  Myths— Holbrook. 
Braided  Straws — P^oulke. 

Children's  Classics  in  Dramatic  Form,  Book  II — Stevenson. 
Mother  Goose  Village— Bigham. 
Old  Mother  West  Wind— Burgess. 
Classic  Fables — Turpin. 
Fairy  Tales — Grimm,  Part  I. 
Old  Greek  Stories — Baldwin. 
Congdon  Pamphlet  Series, 
(d)   Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion, see  the  stories  in  italics  in  the  list  under  Spoken  Eng- 
lish and  in  Children's  Classics  in  Dramatic  Form,  Book  II. 
With  this  type  in  mind,  selections  should  be  made  from  the 
books  used. 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Heroes  of  Myths — Price  and  Gilbert. 
Fairy  Tales  of  the  Far  North — Asbjornsen. 
Fairy  Tales — Grimm. 
Fables — yEsop. 

Stories  of  Brave  Dogs — Carter  (retold  from  St.  Nicholas). 
Old  Greek  Stories — Howard. 
Three  Years  With  the  Poets — Hazard. 
Month  by  Month — Winter,  Willis  and  Farmer. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
October — H.  H.  Jackson.* 
The  Little  Brown  Hands— Krout. 
March — Larcom. 
A  Child's  Prayer — Edwards. 
He  Prayeth  Best — Coleridge.* 
Vacation  Song — Sherman. 

The  Twenty-third  Psalm — Selected  from  Bible  Readings.* 
One,  Two,  Three — Bunner. 
The  Maryland  Yellow  Throat — Van  Dyke. 

4.  Reading  for  Information. 

History  and  Civics. 
The  Later  Cave-Men— ^Dopp. 

Geography  and  Nature  Study. 
Big  People  and  Little  People  of  Other  Lands — Shaw. 
Little  Folks  in  Feathers  and  Fur — Miller. 
Little  Flower  Folks— Pratt. 


READING  AND  LITERATURE  21 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature. 

Selections  to  be  made  from  the  list  of  books  used  and  the 
room  library. 

THIRD  GRADE. 
3A. 
1.  Class  Reading. 

(a)  Basal  Reader.     (Required.) 

Reading-Literature,  Third   Reader — Free  and   Treadwell. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Modern  Fairy  Tales,  Old  Folk  Tales,  Legends,  Myths, 
and  Fables: 
Little  Half  Chick. 
The  Elves  and  the  Shoemaker. 
The  Ugly  Duckling. 
Dick  and  His  Cat. 
The  Sleeping  Beauty. 
Beauty  and  the  Beast. 
The  Traveling  Cloak. 
The  Talkative  Tortoise. 

(2)  Supplementary. 

Hans  in  Luck. 

Hans  Who  Made  the  Princess  Laugh. 

The  White  Cat.     ' 

The  Emperor's  New  Clothes. 

A  Visit  from  St.  Nicholas. 

Narcissus. 

The  Bear  and  the  Troll. 

The  Spinner,  Shutter  and  Needle. 

and 
Stories  dealing  v^ith  human  life  and  the  outdoor 

world   as  found  in  the  books  used. 

(c)  Books  Used. 

Reading-Literature,    Third    Reader — Free   and   Treadwell. 

Elson  Primary  School  Reader,  Book  Three. 

Riverside  Third  Reader. 

Gordon  "Readers,  Fourth  Book. 

Edson-Laing  Readers,  Book  Three. 

Fairy  Tales,  Vol.  H — Lansing. 

Fairy  Tales — Grimm  (Part  II). 

Fanciful  Flower  Tales — Bigham. 

.■\rt-Literature,  Book  TIT — Grover  and  Chuttcr. 


22  -  COURSE  OF  STUDY 

Fifty  Famous  Stories — Baldwin. 
Thirty  More  Famous  Stories — Baldwin. 
Tell  It  Again  Stories — Dillingham  and  Emerson. 
In  Those  Days — Hallock.  ^ 

Congdon  Pamphlet  Series, 
(d)  Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion, see  the  stories  in  italics  in  the  list  under  Spoken  Eng- 
lish and  Children's  Classics  in  Dramatic  Form,  Book  II. 
With  this  type  in  mind  selections  should  be  made  from  the 
books  used. 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Snow  Image — Hawthorne. 
The  Golden  Touch — Hawthorne. 
Alice  in  Wonderland — Carroll. 
Birds'  Christmas  Carol — Wiggin. 
The  Wandering  Heroes — Price  and  Gilbert. 
The  Dog  of  Flanders — Ouida. 
The  First  Jungle  Book — Kipling. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
The  Night  Wind— Field. 
The  Children's  Hour — Longfellow.* 
The  Bluebird— Miller. 
Marjorie's  Almanac — Aldrich. 
Columbia,  the  Gem  of  the  Ocean — Shaw.* 
The  Violet — Larcom. 
A  Boy's  Song — Hogg.* 

The  Twenty-fourth  Psalm — Selected  Bible  Readings. 
♦.  Reading  for  Information. 

History  and  Civics. 
The  Early  Sea-People — Dopp. 
Great  Americans  for  Little  Americans — Eggleston. 

Geography  and  Nature  Study. 
Home  Geography — Fairbanks. 
Around  the  World,  Book  II — Carroll. 
Fairyland  of  Flowers — Pratt. 
Little  Wanderers— Morley. 
5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature. 

Selections  to  be  made  from  the  list  of  books  used  and  the 
room  library. 


READING  AND  LITERATURE  ^      23 

FOURTH  GRADE. 
4B. 

1.  Class  Reading. 

(a)  Basal  Reader.     (Required.) 

Progressive   Road  to  Reading,   Book  IV. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Docas,  the  Indian  Boy — Snedden. 

(2)  Supplementary. 

The  Red  Shoes,  C.  C.  D.  F.  III. 

The  Story  of  AH  Cogia— C.  C.  D.  F.  III. 

The  Pig  Brother— T.  P.  B. 

The  Golden  Windows— T.  P.  B. 

The  Little  Match  Girl— H.  A.  F.  T.  First  Series. 

Both  Sides  of  a  Shield— Aid.  4th. 

The  Barefoot  Boy— B.  and  B.  4th. 

and 
Stories  dealing  with  human  life  and  the  outdoor  world  as 
found  in  the  books  used. 

(c)  Books  Used. 

Progressive  Road  to  Reading,  Book  IV. 

Docas,  the  Indian  Boy — Snedden. 

Baldwin  and  Bender's  Fourth  Reader. 

The  Pig  Brother  and  Other  Stories — Richards. 

Hans  Andersen's  Fairy  Tales,  First  Series. 

Reading-Literature,  Book  Four — Free  and  Treadwill. 

Baker  and  Carpenter's  Third  Year  Language  Reader. 

Children's  Classics  in  Dramatic  Form,  Book  III — Stevenson. 

Aldine  Fourth  Reader. 

Old  Stories  of  the  East — Baldwin. 

Edson-Laing  Readers,  Book  Four. 

Congdon  Pamphlet  Series. 

(d)  Dramatic  Reading. 

For  the  type  of  story  best  made  real  through  dramatiza- 
tion see  the  stories  in  italics  in  the  list  under  Spoken  Eng- 
lish and  Children's  Classics  in  Dramatic  Form,  Book  III. 
With  this  type  in  mind,  selections  should  be  made  from  the 
books  used. 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Famous  Legends— Cromelius. 
Great  Names  and  Nations  (ancient) — Niver. 
Lolami,  the  ClifT  Dweller — Bayliss. 
Jungle  Books — Kipling. 
Aunt  Jo's  Scrap  Bag — Alcott. 


24  COURSE  OF  STUDY 

The  Wonder  Book — Hawthorne. 
The  Wonderful  Book  of  Heroes — Baldwin. 
Legends — Scudder. 

When  the  World  was  Young — Brown. 
.  One  Thousand  Poems  for  Children — Ingpen. 
Three  Years  with  the  Poets — Hazard. 
Poems — Longfellow. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
The  Sandpiper — Thaxter. 
Sweet  and  Low — Tennyson. 
The  First  Psalm — Selected  Bible  Readings. 
The  Barefoot  Boy— Whittier.* 
The  Village  Blacksmith — Longfellow.* 
Robert  of  Lincoln — Bryant. 
The  Year's  at  the  Spring — Browning.* 
The  Tree — Bjornson. 

4.  Reading  for  Information. 

History  and  Civics. 
American  Life  and  Adventure — Eggleston. 
Stories  of  Pioneer  Life — Bass. 

Geography  and  Nature  Study. 
Home  Geography — Tarr  and  McMurry. 
Birds  and  Their  Nestlings— Walker. 
True  Bird  Stories— Miller. 

General. 
Firebrands — Martin  and  Davis. 

5.  Home  Reading, 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Alice  in  Wonderland — Carroll. 

The  First  Jungle  Book — Kipling. 
•Bear  Stories — Carter  (St.  Nicholas). 

Five-Minute  Stories — Richards. 

Story  of  Country  Life — Bradish. 

Stories  of  Woods  and  Fields — Brown. 

A  Boy  on  a  Farm — Abbott. 

Glimpses  of  Pioneer  Life — Livingston. 

Toto's  Merry  Winter — Richards. 

Admiral's  Caravan — Carryl. 

Davy  and  the  Goblin — Carryl. 

Little  Girl  of  Long  Ago— White. 


READING  AND  LITERATURE  25 

FOURTH  GRADE. 
4A 

1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Longfellow's  Hiawatha,  R.  L.  S.  13-14. 

(2)  Supplementary. 

At  the  Back  of  the  North  Wind— A.-L.  4th. 

Alcott's  A  Christmas  Dream — L.  A.  R. 

Tom  and  the  Lobster (Kingsley's  Water  Babies) — B  and  C  4th. 

Spyri's  Heidi. 

and 
Stories  dealing  with  human  life  and  the  outdoor  world 
as  found  in  the  books  used. 

(c)  Books  Used. 

Riverside  Literature  Series,  Number  13  and  14. 

Elson  Primary  School  Reader,  Book  Four. 

Heidi — Spyri. 

Art-Literature,  Book  IV — Grover  and  Chutter. 

Louisa  Alcott's  Reader. 

Baker  and  Carpenter,  Fourth  Year  Language  Book. 

Congdon  Pamphlet  Series. 

(d)  Dramatic  Reading. 

For  type  of  story  best  made  real  through  dramatization, 
see  the  stories  in  italics  in  the  list  under  Spoken  English 
and  Children's  Classics  in  Dramatic  Form,  Book  HL 

2.  Poetry  and  Prose  to  be  Read  or  Told  to  Pupils. 

Suggested  List  of  Books. 
Famous  Men  of  Rome — Haaron  and  Poland. 
Water  Babies — Kingsley. 
Christmas  Thoughts — Larkin. 
Calendar  Stories — ^^Boyle. 
Sarah  Crewe — Burnett. 
The  Story  of  the  Iliad— Church, 
The  Story  of  the  Odyssey — Church. 
Rab  and  His  Friends — Brown. 
The  Bible — David  and  Jonathan. 
Poems  of  Childhood — Eugene  Field. 
Poems — Tennyson. 
Swiss  Family   Robinson — Wyss. 
Poems — Helen  Hunt  Jackson. 
The  Prodigal  Son — Selected  Bible  Readings. 
Moni — Spyri. 

Uncle  Remus's  Stories — Harris. 
Japanese  Fairy  Tales — Williston. 


26  COURSE  OF  STUDY 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
The  Mountain  and  the   Squirrel — Emerson.* 
Fairy  Folk — Allingham.* 
The  Pilgrim  Fathers — Hemans.* 
Gladness  of  Nature — Bryant. 

The  One-Hundredth  Psalm — Selected  Bible  Readings 
Down  to  Sleep — Jackson. 
Knee  Deep  in  June — Riley. 

4.  Reading  for  Information. 

History  and  Civics. 
Pilgrim  Stories — Pumphrey. 

Geography  and  Nature  Study. 
Home  Geography — Tarr  and  McMurry. 
The  Earth  and  Its  People — Winslow. 
Seven  Little  Sisters — Andrews. 
How  We  Are   Fed — Chamberlain. 
How  We  Travel — Chamberlain. 
First  Book  of  Birds— Miller. 
Wilderness  Babies — Schwartz. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school  should  be  considered  a  part  of 
this  list. 

Birds'  Christmas  Carol — Wiggin. 

The  Dog  of  Flanders — Ouida. 

The  Second  Jungle  Book — Kipling. 

Pilgrim's  Progress — Bunyan. 

Under  the  Lilacs — Alcott. 

Aunt  Jo's  Scrap  Bag — Alcott. 

Alice  Through  the   Looking  Glass— Carroll. 

Lives  of  the  Hunted — Thompson-Seton. 

Five  Little  Peppers — Sidney. 

Nancy  Rutledge — Pyle. 

FIFTH    GRADE. 
5B 
L  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Hall's  Viking  Tales. 

(2)  Supplementary. 

Longfellow's  Challenge  of  Thor — B.  and  C.  5th. 


READING  AND  LITERATURE  27 

Longfellow's  Skeleton  in  Armor — B.  and  C.  5th. 
Lagerlof's   The    Captive— B.    and    B.    5th. 
Aanrud's  Lisbeth  Longfrock. 
Keary's  Heroes  of  Asgard,  B.  and  C.  5th. 

and 
Selections  in  books  used. 

(c)  Books  Used. 

Viking  Tales-^Hall. 

Baldwin  and  Bender's  Fifth  Reader. 

Baker  and  Carpenter's  Fifth  Year  Language  Reader. 

Lisbeth  Longfrock — Aanrud. 

Congdon's  Pamphlet  Series. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and. geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  someone  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Just-So  Stories — Kipling. 
Culprit  Fay — Drake. 
RedrufT — Seton-Thompson. 
Black  Beauty — Sewell. 

An  Incident  of  the  French  Camp — Browning. 
Paul  Revere's  Ride — Longfellow. 
Birds  of  Killingworth — Longfellow. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
To-day — Carlyle.* 
The  Voyage — Mason. 
The  Four-Leaf  Clover — Higginson. 
The  Inland  Sea — Van  Dyke. 
Our  Native  Land— Van  Dyke.* 
Woodman,  Spare  That  Tree — Morris.* 
To  the  Fringed  Gentian — Bryant. 
Columbus — Miller. 

4.  Reading  for  Information. 

History  and  Civics. 
Richard  of  Jamestown — Otis. 
Mary  of  Plymouth— Otis. 
Ruth  of  Boston— Otis. 


28  COURSE  OF  STUDY 

Geography  and  Nature  Study. 
North  America — Carpenter. 
Ways  of  Wood  Folk — Long. 
5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school  should  be  considered  a  part  of 
this  list. 

Lolami,  The  Little  Cliff  Dwellers — Bayliss. 

Lolami  in  Tusayan — Bayliss. 

Little  Lame  Prince — Mulock. 

Jack  Among  the   Indians — Grinnell. 

Two  Little  Savages — Thompson-Seton. 

Mr.  Stubb's  Brother— Otis. 

Toby  Tyler — Otis. 

Cruise  of  the  Canoe  Club — Alden. 

Nelly's  Silver  Mine — Jackson. 

Swiss  Family  Robinson — Wyss. 

Juan  and  Juanita — Baylor, 

FIFTH    GRADE. 
5A 
1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

DeFoe's  Robinson  Crusoe. 

(2)  Supplementary. 

Andrew's  Ten  Boys. 

The  Bear  That  Had  a  Bank  Account — Boyesen — C.   and 

B.  Sth. 
Eastman's  Indian  Boyhood — C.  and  B.  Sth. 
Indian  Tale  of  Winter  and  Spring — Schoolcraft —Aid.  Sth. 
The  Sword  of  Hildebrand— Ryse — Aid.  Sth. 
Hatto,  the  Hermit— Lagerlof— Aid.  Sth. 

and 
Selections  in  books  used. 

(c)  Books  Used. 

Robinson  Crusoe — De  Foe — Lambert's  Edition. 
Ten  Boys — Andrew. 
Carroll  and  Brooks'  Fifth  Reader. 
Aldine  Fifth  Reader. 

Children's   Classics   in   Dramatic   Form — Book   IV — Steven- 
son. 
Congdon's  Pamphlet  Series. 


READING  AND  LITERATURE  29 

(d)  Dramatic  Reading. 

The  regular  reading  material,  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  some  one  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Bob,  Son  of  Battle— Oliphant. 
Jason's  Quest — Lowell. 
Story  of  Ab— Waterloo. 
The  Hoosier  Schoolboy — Eggleston. 
The  Dorchester  Giant — Holmes. 
The  Three  Bells— Whittier. 
Captain  January — Richards. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Civic  Creed — Approved  Selections,  Book  VII.* 
Fairy  Song — Midsummer  Night's   Dream — Shakespeare. 
Abou  Ben  Adheni — Hunt. 
The  Arrow  and  the  Song — Longfellow.* 
The  Grasshopper  and  the  Cricket — Keats. 
Hats  Off,  the  Flag  is  Passing  By — Bennett. 
The  Old  Clock  on  the  Stairs — Longfellow.* 
Aladdin — Lowell. 

4.  Reading  for  Information. 

History  and  Civics. 
Peter  of  New  Amsterdam— Otis. 
Stephen  of  Philadelphia — Otis. 
Calvert  of  Maryland — Otis. 
Discovery  of  the  Old  Northwest — Baldwin. 

Geography  and  Nature  Study, 
Europe — Carpenter. 
Asia — Carpenter. 
Little  Brother  to  the  Bear — Long. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 
•  Little  Lord  Fauntleroy — Burnett. 

Dandelion  Cottage — Rankin. 


30  COURSE  OF  STUDY 

Jackanapes — Ewing. 

What  Katy  Did  at  School — Coolidge. 

Captain  Sam — Eggleston. 

Otto  of  the  Silver  Hand— Pyle. 

At  the  Back  of  the  North  Wind— Macdonald. 

Talking  Leaves — Stoddard, 

SIXTH   GRADE. 

6B 

1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Pyle's    Some  Merry  Adventures  of  Robin  Hood. 

(2)  Supplementary. 

Aladdin,  Ali  Baba,  and   Sindbad — E.  G.  S.  R.  L 
Hugo's  Capture  of  the  Wild  Cannon — Aid.  6th. 
Boult's    Siegfried,  The  Volsung — B.  and  C.  5th. 
Church's  Beowulf  and  the  Dragon — B.  and  C.  5th. 

Lagerlof's    The  Story  of  Jarro — B.  and  B.  6th. 

Dasent's  The  Gift  of  the  White  Bear— B.  and  B.  6th. 
and 
Selections  in  books  used. 

(c)  Books  Used. 

Some  Merry  Adventures  of  Robin  Hood — Pyle. 

Aldine  Sixth   Reader. 

Baldwin  and  Bender's  Sixth  Reader. 

Elson  Grammar  School  Reader,  Book  L 

Baker  and  Carpenter's  Fifth  Year  Language  Reader. 

Dramatic  Reader  for  Grammar  Grades — Knight. 

Congdon's  Pamphlet  Series. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  someone  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Being  a  Boy — Warner. 
Hans  Brinker — Dodge. 

Biography  of  a  Grizzly — Thompson-Seton. 
How  They  Brought  the  Good  News — Browning. 
Arnold  Von  Winkelreid — Montgomery. 
The  Story  of  Siegfried — Baldwin. 


READING  AND  LITERATURE  31 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Flag  of  Our  Country — Winthrop. 
Hark!  Hark!  The  Lark — Shakespeare.* 
Santo  Pilomena — Longfellow. 
The  Last  Leaf — Holmes. 
The  Petrified  Fern — Branch.* 
The  Destruction  of  Sennacherib — Byron. 
Cleon  and  I — Mackay. 
Hail  Columbia — Hopkinson.* 

4.  Reading  for  Information. 

History  and  Civics. 
Stories  of  Heroism — Mace. 
Hannah  of  Kentucky — Otis. 

Geography  and  Nature  Study. 
South  America — Carpenter. 
Africa — Carpenter. 
Australia — Carpenter. 
Wilderness  Ways — Long. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Daddy  Darwin's  Dovecote — Ewing. 

Cast  Away  in  the  Cold — Hayes. 

Picciola — Boniface. 

Boys  of  "76"— Coffin. 

Old  Times  in  the  Colonies — Coffin. 

Pelham  and  His  Friend  Tim — French. 

Story  of  Rolf — French. 

Campmates — Munroe. 

Lieutenant  Under  Washington — Tomlinson. 

Around  the  World  in  the  Sloop  Spray — Slocum 

Donald  and  Dorothy — Dodge. 

Abbie  Ann — Martin. 
^  Louisa  May  Alcott — Moses. 

SIXTH  GRADE. 
6A 
1.  Class  Reading. 

(b)  Literary  Units  for  Study. 
(1)  Required.  . 

Ruskin's  King  of  the  Golden  River— E.  G.  S.  R.  IL 


32  COURSE  OF  STUDY 

(2)  Supplementary. 

Irving's  Rip  Van  Winkle — C.  and  B.  6th. 

Church's  Story  of  Ulysses  and  Aeneas — E.  G.  S.  R.  11. 

Macaulay's  Horatius— E.  G.  S.  R.  II. 

Lamb's  The  Tempest — C.  and  B.  6th. 

Seton-Thompson's  Lobo,  Rag  and  Vixen. 

and 
Selections  in  books  used. 

(c)  Books  Used. 

Elson  Grammar  School  Reader — Book  IT. 

Lobo,  Rag  and  Vixen — Seton-Thompson. 

Carroll  and  Brooks'  Sixth  Reader. 

Baker  and  Carpenter's  Sixth  Year  Language  Reader. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  someone  else — to  rid  him- 
self of  self-consciousness  and  then  to  become  spontaneous 
and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
The  Boy's  Plutarch  (Selections). 
The  Hoosier  Schoolmaster — Eggleston. 
Little  Women— Alcott. 
Skipper  Ireson's  Ride — Whittier. 
The  Story  of  Roland — Baldwin. 
Pilgrim's  Progress — Bunyan— Montgomery  Edition, 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Home,  Sweet  Home — Payne.* 
The  Blue  and  the  Gray — Finch. 
Nobility — Cary. 
One  by  One — Proctor, 
Excelsior — Longfellow. 
Old  Ironsides — Holmes.* 
The  Bumble  Bee — Emerson. 
The  Builders — Longfellow.*  • 

4.  Reading  for  Information. 

History  and  Civics. 
Stories  of  Minnesota — Forster. 
Men  Who  Have  Made  the  Nation — Sparks. 

Geography  and  Nature  Study. 
Story  of  Lumber — Basset. 


READING  AND  LITERATURE  33 

Story  of  Wheat. 

Industrial  Studies— United  States— Allen. 
Secrets  of  the  Woods — Long. 
5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Red  Mustang — Stoddard. 

Junior  Cup — French. 

The  Boy  and  the  Baron — Knapp. 

Making  the  Nine — Dudley. 

Dale  and  Fraser,  Sheepmen — Hamp. 

Jack  in  the  Rockies — Grinnell. 

Barnaby  Lee — Bennett. 

Eight  Cousins — Alcott. 

Felicia — Gould. 

Felicia's  Friends — Gould. 

SEVENTH  GRADE. 
7B 
1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Longfellow's  Courtship  of  Miles  Standish — E.  G.  S.  R.  HI. 

(2)  Supplementary. 

Dickens'  Scrooge's  Christmas^E.  G.  S.  R.  III. 

Yonge's  Little  Duke— B.  and  B.  7th. 

Seven  Wise  Men  of  Greece — B.  and  B.  7th. 

Knowles'  William  Tell— B.  and  B.  7th. 

Selections  from  Pickwick  Papers — Aid.  7th,  C.  and  B.  6th. 

B.  and  C  6th. 
A  Day  at  Dotheboy's  Hall— Dickens— C.  and  B.  6th. 

and 
Selections  in  books  used. 

(c)  Books  Used. 

Elson  Grammar  School  Reader — Book  III. 
Baldwin  and  Bender's  Seventh  Reader. 
Aldine  Seventh  Reader. 
Carroll  and  Brooks'  Sixth  Reader. 
Congdon's  Pamphlet  Series. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 


34  COURSE  OF  STUDY 

tion.  The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  someone  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
The  Story  of  a  Bad  Boy — Aldrich. 
Tom  Sawyer — Twain. 
Marjorie  Fleming — Brown, 
Birds  and  Bees — Thoreau. 
Little  Men— Alcott. 
The  Wonderful  One  Hoss  Shay — Holmes. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
The  First  Snowfall — Lowell.* 
The  Song  of  Marion's  Men — Bryant. 
The  Heritage — Lowell.* 
-   The  Snow  Storm — Emerson. 

Planting  of  the  Apple  Tree — Bryant.* 

Bannockburn — Scott. 

The  Finding  of  the  Lyre — Lowell. 

4.  Reading  for  Information. 

History  and  Civics. 
Story  of  the  Greeks — Guerber. 
Story  of  the  Romans — Guerber. 
England's  Story — Tappan. 
Heroes  of  European  History — Creighton. 
European  Beginnings  of  American  History — Atkinson. 

Geography  and  Nature  Study. 
A  Reader  in  Physical  Geography — Dodge. 
School  of  the  Woods — Long. 

General. 
Warp  and  Woof — The  Linen  Industry— Very. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Treasure  Island — Stevenson. 

Standish  of  Standish — Austin. 

Betty  Leicester's  Christmas — Jewett. 

Boys  Who  Became  Famous— Skinner. 

His  One  Fault — Trowbridge. 


READING  AND  LITERATURE  35 

Betty  Alden — Austin. 
With  the  Black  Prince— Stoddard. 
Aztec  Treasure  House — Janvier. 
Oliver  Twist — Dickens. 
Old-fashioned  Girl — Alcott. 
Just  Patty— Webster. 
Merrylips — Dix. 

SEVENTH    GRADE. 
7A 

1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Scott's  Lady  of  the  Lake. 

(2)  Supplementary. 

Warner's    A    Hunting    of    the    Deer,    and    Other    Essays — 

R.  L.  S.  2^7. 
Holmes'  Grandmother's  Story  of  Bunker  Hill — R.  L.  S.  6. 
Selections   from   Don   Quixote— Aid.  7th;   C.   and   B.  7th. 

and 
Selections  in  books  used. 

(c)  Books  Used. 

Lady  of  the  Lake — Scott. 
Riverside  Literature  Series  No.  2)7. 
Riverside  Literature  Series,  No.  6. 
Aldine  Seventh  Reader. 
Carroll  and  Brooks'  Seventh   Reader. 
Congdon's  Pamphlet  Series. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geogra- 
phy lessons  will  furnish  situations  suitable  for  dramatization. 
The  dramatic  readers  listed  give  a  pupil  opportunity  to  lose 
himself  in  pretending  to  be  someone  else — to  rid  himself 
of  self-consciousness  and  then  to  bec'ome  spontaneous  and 
natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Rob  Roy— Scott. 
Camping  Out — Van  Dyke. 
Kindred  of  the  Wild— Roberts. 
Wild  Animals  I  Have  Known — Seton-Thompson. 
Tales  from  Shakespeare — Lamb. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
The  Cloud — Shelley. 
Eternal  Goodness— Whittier. 


36  -  COURSE  OF  STUDY 

Old  Glory— Riley.* 

All  the  World's  a  Stage — Shakespeare. 

To  a   Skylark — Shelley.* 

Star  Spangled  Banner — Key. 

For  A'  That  and  A'  That— Burns.* 

Farewell  to  All  My  Greatness — Shakespeare. 

4.  Reading  for  Information. 

History  and  Civics. 
Gordy's  History  of  the  United  States. 
Fiske's  History  of  the  United  States. 

Geography  and  Nature  Study. 
Northern  Trails — Long. 

General. 
Triumphs  of  Science — Lane. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2'' 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Kidnapped — Stevenson. 

A  Boy's  Town — Howells. 

Huckleberry  Finn — Twain. 

Peasant  and  Prince — Martineau. 

Under  Drake's  Flag — Henty. 

Last  of  the  Mohicans — Cooper. 

Two  Years  Before  the  Mast — Dana. 

Girls  of  Fairmount — Baker. 

The  Deerslayer — Cooper. 

Three  Colonial  Boys — Tomlinson. 

Little  Women — Alcott. 

At  the  Siege  of  Quebec — Kaler. 

Polly  Oliver's  Problem — Wiggin. 

EIGHTH   GRADE. 
8B 
\.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Shakespeare's  Julius  Caesar. 

(2)  Supplementary. 

Hale's  A  Man  Without  a  Country. 

Orations  and  Patriotic  Selections— E.  G.  S.  R.  IV. 

Longfellow's  The  Building  of  the  Ship— E.  G.  S.  R.  IV. 

and 
Selections  in  boc^ks  used. 


READING  AND  LITERATURE  37 

(c)  Books  Used. 

Julius  Caesar — Shakespeare. 

A  Man  Without  a  Country — Hale. 

Elson  Grammar  School  Reader — Book  IV. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  some  one  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Plutarch's  Death  of  Caesar,  North's  Plutarch  Lives  (Heath's 

Reader,   Book  VIH). 
Irving's  Stratford  on  Avon  (Heath's  Readers  Book  VIII). 
Sohrab  and  Rustum — Arnold. 
Prince  and  Pauper — Twain. 
Cranford — Gaskell. 
My  Mind  to  Me  a  Kingdom  Is — Dyer. 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
What  Constitutes  a  State — Jones.* 
American  Flag — Drake. 
Marco  Bozzaris — Hallack. 
This  is  My  Own,  My  Native  Land — Scott.* 
Antony's  Address — Shakespeare. 
The  Parting  of  the  Ways — Gilder. 
Battle  Hymn  of  the  Republic — Howe.* 
Dixie — Pike. 
Chambered  Nautilus — Holmes.* 

4.  Reading  for  Information. 

History  and  Civics. 
Oregon  Trail— Parkman. 

Geography. 
Geography  of  Commerce  and  Industry — Rocheleau. 

General. 
Boy's  Book  of  Inventions — Baker. 
Famous  Pictures — Barstow. 
Starland— Ball. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.     Books  under  "2'' 


38  COURSE  OF  STUDY 

above,  not  read   in   school,  should  be  considered   a  part  of 
this  list. 

Lives   of  Girls  Who  Became   Famous — Bolton. 

The  Spy — Cooper. 

Captains  Courageous — Kipling. 

Rebecca  of  Sunnybrook  Farm — Wiggin. 

Cudjo's  Cave — Trowbridge. 

Ivanhoe — Scott. 

Flight  of  Pony  Baker — Howells. 

The  Call  of  the  Wild— London. 

Behind  the  Line — Barbour. 

Wide  Awake  Girls — Ellis. 

Wide  Awake  Girls  in  Winsted — Ellis. 

The  Boy  Emigrants — Brooks. 

Master    Skylark — Bennett. 

EIGHTH   GRADE. 
8A 

1.  Class  Reading. 

(b)  Literary  Units  for  Study. 

(1)  Required. 

Lowell's  Vision  of  Sir  Launfal — E.  G.  S.  R.,  Book  IV. 
Hubbard's  A  Message  to  Garcia — Aid.  7th. 

(2)  Supplementary. 

Andrews'  The  Perfect  Tribute. 
Shakespeare's  Merchant  of  Venice. 

(c)  Books  Used. 

Elson  Grammar  School  Reader — Book  IV. 
Aldine  Seventh  Reader. 
The  Perfect  Tribute — Andrews. 
Merchant  of  Venice — Shakespeare. 

(d)  Dramatic  Reading. 

The  regular  reading  material  and  the  history  and  geog- 
raphy lessons  will  furnish  situations  suitable  for  dramatiza- 
tion. The  dramatic  readers  listed  give  a  pupil  opportunity 
to  lose  himself  in  pretending  to  be  someone  else — to  rid 
himself  of  self-consciousness  and  then  to  become  spon- 
taneous and  natural. 

2.  Poetry  and  Prose  to  be  Read  to  Pupils. 

Suggested  List. 
Men  of  Iron — Pyle. 
The  Other  Wise  Man— Van  Dyke. 
He  Knew  Lincoln — Tarbell. 
Saul — Browning  (Selections). 
The  Character  of  a  True  Knight — Hawes. 
Sella — Bryant. 


READING  AND  LITERATURE  39 

3.  Selections  to  be  Memorized  by  Pupils. 

List  of  Selections. 
Gettysburg  Address — Lincoln.* 
The  First  American — Lowell. 
Lincoln,  The  Great  Commoner — Markham. 
O  Captain,  My  Captain — Whitman.* 
Commemoration  Ode,  VI — Lowell. 
True   Knighthood    (from   Guinevere) — Tennyson. 
Opportunity — Sill. 
Recessional — Kipling. 
Quality  of  Mercy — Shakespeare.* 
Sir  Galahad — Tennyson.* 

4.  Reading  for  Information. 

History  and  Civics. 
Minneapolis — Parsons. 
Boy's  Life  of  Abraham  Lincoln — Nicolay. 

Geography  and  Nature  Study. 
Dictionary  of  Minneapolis — Hudson. 
The  Story  of  Cotton— Brooks. 

General. 
Fighting  a  Fire — Hill. 
Careers  of  Danger  and  Daring — Moffat. 

5.  Home  Reading. 

This  reading  is  to  be  directed  by  the  school,  the  object 
being  to  give  pleasure  and  recreation  to  the  pupil  and  to 
strengthen  his  desire  for  good  literature.  Books  under  "2" 
above,  not  read  in  school,  should  be  considered  a  part  of 
this  list. 

Connecticut  Yankee  at  the  Court  of  King  Arthur — Twain. 

Mabinogion — Lanier. 

Tom  Brown's  School  Days — Hughes. 

Quentin  Durward   (Yonge's  Abridgment) — Scott. 

Country  Doctor — Jewett. 

Sherlock  Holmes — Doyle. 

The  Halfback — Barbour. 

The   Bar   Sinister — Davis. 

The  House  of  Seven  Gables — Hawthorne. 

Boots  and  Saddles — Custer, 

Boys  of  "61"— Coffin. 

Daddy  Long  Legs — Webster. 

Master  of  the  Strong  Hearts — Brooks. 

When  Patty  Went  to  College — Webster. 

Uncle  William — Lee. 

Annie  of  Avonlea — Montgomery. 

Rose,  in  Bloom — Alcott. 

Prince  and   Pauper — Twain. 

May  Iverson,  her  book — Jordan. 

Lorna  Doone — Blackmore. 


40  COURSE  OF  STUDY 

LANGUAGE  AND  GRAMMAR. 

The  ultimate  purpose  of  all  language  work  is  expression.  To  this  pur- 
pose the  child's  experience  and  all  subjects  of  the  school  course  contribute. 
To  aid  the  growth  in  language  .culture,  we  must  select  definite  and  well- 
established  means  and  embody  the  same  in  a  definite  course  of  study. 

In  all  language  work,  there  are  two  sides  to  be  considered,  the  mechani- 
cal and  the  aj't  side,  though  in  reality  the  latter  includes  the  former.  The 
neglect  of  either  side  is  the  cause  of  such  deplorable  results  as  are  often 
obtained.  In  spoken  as  well  as  written  English,  these  two  phases  of  the 
work  must  be  kept  distinctly  in  mind. 

"For  the  reason  that  we  make  use  of  the  mother  tongue  in  speech  far 
more  than  in  writing,  and  because  an  individual's  degree  of  education  and 
culture  is  judged  by  his  speech  more  than  in  any  other  way,  it  seems  im- 
perative that  a  definite,  progressive,  far-sighted  effort  should  be  made  in 
the  school  to  improve  the  speech  of  the  pupils."  Something  more  than 
grammatical  accuracy  constitutes  good  speech.  Many  a  so-called  language 
lesson  is  an  artificial  and  fruitless  effort  because  the  special  needs  of  the 
pupils  do  not  determine  the  kind  of  work  to  be  given  and  no  definite  pur- 
pose is  in  the  mind  of  the  teacher.  Practice  is  the  most  effective  means 
of  getting  the  power  to  use  language  correctly,  since  speech  is  mainly  a 
matter  of  habit. 

While  written  work  in  English  fixes  habits  of  expression  and  familiar- 
izes the  pupil  with  forms,  it  should  appeal  to  the  pride  of  the  pupil  as 
being  a  tangible  form  of  his  thought  and  effort,  as  does  the  table  he 
makes  in  the  shop.  His  work  needs  encouraging  and  stimulating  criticism 
rather  than  mere  correction  of  error. 

"The  child  learns  English  whenever  he  hears  talk  about  things  in  which 
he  is  interested  and  whenever  he  reads." 

OUTLINE   OF    WORK. 

I.  Spoken  English. 

1.  Spontaneous  self-expression. 

(a)  To  promote — 

(1)  Clear  imaging. 

(2)  Free   play   of    thought   and    feeling. 

(3)  Fluency  of  speech:    The  ready  association  of  ideas  and 

words, 

(b)  Through — 

(1)  Conversation. 

(2)  Oral  composition:      (a)   Memory,    (b)    Imagination. 

(3)  Dramatization. 

2.  Cultivation  of  the  language  sense. 

(a)  To  secure — 

(1)  Growth  of  vocabulary. 

(2)  Grammatical  accuracy. 

(3)  Appreciation  of  the  quality  of  language. 


LANGUAGE  AND  GRAMMAR  '  41 

(b)  Through — 

(1)  Imitation. 

(2)  Memorization. 

(3)  Oral  reading. 

3.  Training  in  correct  habits   of   speech. 

(a)  To  secure — 

(1)  Proper  articulation,  pronunciation  and   inflection. 

(2)  Use  of  correct  forms  in  every-day  speech. 

(b)  Through — 

(1)  Imitation. 

(2)  Repetition.     • 

II.  Written  English. 

1.  Orderly  and  effective  self-expression. 

(a)  To  secure— 

(1)  Ability  to  select  and  organize  material. 

(2)  Skill  to  choose  expressions  giving  clearness,  conciseness, 

force  and  grace  to  thought. 

(3)  Accuracy  in  language  forms. 

(b)  Through — 

(1)  Composition. 

(2)  Dictation. 

2.  Cultivation  of  the  language  sense. 

(a)  To  secure — 

(1)  The  use  of  enlarged  vocabulary. 

(2)  Grammatical  accuracy. 

(3)  Appreciation  of  the  limitations  and  possibilities  of  lan- 

guage. 

(b)  Through — 

(1)  Imitation  of  good  models. 

(2)  Memorization. 

3.  Training  in  technicalities  of  written  work. 

(a)  To  secure — 

(1)  Mastery  of  the  mechanical   side  of  language. 

(2)  Knowledge  of  social  and  business  forms. 

(b)  Through — 

(1)  Penmanship. 

(2)  Spelling. 

(3)  Arrangement. 

(4)  Capitalization. 

(5)  Punctuation. 

(6)  Abbreviation. 


42  COURSE  OF  STUDY 

III.  Word  Study.  ..      * 

1.  Building  up  a  vocabulary.  , 

(a)  Purposes — 

(1)  For  reading  and  oral  expression. 

(2)  For  written  expression. 

(b)  Means — 

(1)  By  enlarging  the  experience,  interests  and  knowledge  of 

the  pupil. 

(2)  By    supplying   and   using   the    terms   called    for    in   his 

natural  progress. 

2.  Developing  the   pupil's    power   to   acquire    for   himself   new   words 

through  phonics  and  the  use  of  the  dictionary. 

3.  Memorizing  written  word-forms  in  spelling  and  dictation. 

FIRST  GRADE. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through : 

(a)  Conversation  about — 

(1)  The   child's   personal   experiences;   home,  pets,   games, 

gardens  and  natural  phenomena. 

(2)  School  and  school  activities. 

(b)  Oral  composition.     Sources :     Stories,  myths,  poems  read  or 

told,  pictures. 

Suggested  List  of  Stories. 
Chicken  Little 
Little  Red  Hen. 
The  Three  Bears. 
The  Three  Pigs. 
The  Gingerbread  Boy. 

Little  Red  Riding  Hood. 

Little  Half  Chick. 

The  Sleeping  Apple. 

Tom  Thumb. 

The  Thrifty  Squirrel. 

The  House  That  Jack  Built. 

(1)  Re-telling  stories. 

(2)  Telling  stories  suggested  by  pictures  or  by  stories  read 

or  told, 

(c)  Dramatization.  (See  stories  in  italics  in  list  under  (b)  above.) 

2.  Cultivation  of  the  language  sense  through — 

(a)  Imitation  of  correct  speech  and  word  study. 

(b)  Memorization    of   selections.      (See    list    under   Reading   and 

Literature.) 

(c)  Oral  reading  by  teacher. 


LANGUAGE  AND  GRAMMAR  43 

3.  Correct  habits  of  speech  established  through — 
(a)   Imitation,     (b)   Repetition. 

(1)  Phonetic    drills   as    indicated   by    method    readers    with 

special  attention  to  the  development  of  the  articula- 
tory  organs. 

(2)  Games  and  drills  for  the  correction  of  errors  of  speech. 

List  for  Special  Drill — 
Good  morning. 
Good  bye. 

I  thank  you,  not  "thanks." 
If  you  please. 

Yes,  Miss  

Am,  is,  was,  were — with  all  persons  for  subject; 

especial  emphasis  on  you  were. 
Am  not.  never  "ain't." 
It  is  I,  he,  she — not,  it  is  me,  him,  her. 
Parts  of  the  following  verbs — 

See,  saw,  have  seen. 

Do,  did,  done. 

Have,  has,  had. 

Run,  ran,  run. 

Fly,  flew,  flown. 

Bring,  brought,  brought, 

II.  Written  English. 

1.  Re-telling  stories  by  building  sentences  with  word  cards  and  stories 

with  sentence  cards. 
Note:     No  formal  written  composition  or  dictation  in  this  grade. 

2.  Cultivation  of  the  language  sense  through — 

(a)   Imitation  of  good  models  ;  limited  to  copying  single  sentences 
of  good  form. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship:     Easily  written  words  as  wholes. 

(b)  Arrangement  of  words  in  sentences. 

(c)  Capitals:     I,  pupil's  name,  beginning  of  sentence. 

(d)  Punctuation:     Period  and  interrogation  point  at  end  of  sen- 

tence. 

III.  Word  Study. 

1.  Imaging  name  words. 

2.  Action  play  with  verbs. 

3.  Visualizing    exercises :      Words,    phrases    and    short    sentences    for 

quick  recognition. 

4.  Building  words  from  basal  phonograms,  oral  and  written. 

5.  Encouraging  the  use  of  new  words  in  every-day  speech. 

6.  Learning  the  alphabet  in  order. 

7.  Spelling:     Visualization  of  words  as  wholes  and  their  reproduction 

in  writing. 


44  COURSE  OF  STUDY 

SECOND  GRADE. 
The  language  work  of  this  grade  is  the  extension  of  First  Grade  work  to 
meet  the  growing  power  of  the  child. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Conversation  about — 

(1)   The   child's  personal    experiences;    home,   pets,   games, 

gardens,  and  natural  phenomena. 
(2).  School  and  school  activities. 

(b)  Oral  composition.     Sources:     Stories;  myths;  fables;  poems, 

read  or  told ;  pictures. 

Suggested  List  of  Stories. 
The  Hare  and  the  Tortoise. 
The  Crow  and  the  Cheese. 
The  Boy  Who  Cried  "Wolf." 
The  Three  Goats. 
Peter  Rabbit. 

The  Discontented  Pine  Tree. 
Snow  White  and  Rose  Red. 
The  Wind  and  the  Sun. 

The  Ugly  Duckling. 

The  Town  Musicians. 

The  Elves  and  the  Shoemaker. 

The  Pied  Piper. 

Why  the  Robin's  Breast  is  Red. 

Why  the  Sea  is  Salt. 

Why  the  Evergreen  Trees  Keep  their  Leaves, 

Raggylug. 

( 1 )  Re-telling  stories. 

(2)  Telling  stories  suggested  by  observation ;   by  pictures, 

and  by  sftories,  read  or  told. 

(c)  Dramatization.  (See  stories  in  italics  in  list  under  (b)  above.) 

2.  Cultivation  of  the  language  sense  through — 

(a)  Conscious  imitation  of  correct  speech  and  word  study. 

(b)  Memorization   of    selections.      (See    list    under    Reading   and 

Literature.) 

(c)  Oral  reading;  natural  thought  expression  by  pupil. 

3.  Correct  habits  of  speech  established  through — 

(a)   Imitation,     (b)   Repetition. 

(1)  Phonetic    drills    as     indicated    in    basal    readers    with 

especial  attention  to  the  development  of  the  articu- 
latory  organs  and  voice  quality. 

(2)  Games  and  drills  for  the  correction  of  errors  of  speech. 

List  for  Special  Drill — 
Pardon  me.     Excuse  me. 


LANGUAGE  AND  GRAMMAR  45 

You,    never   ''youse." 

Proper  uses  of  got. 

Can  and  may. 

Parts  of  the  following  verbs — 

Forget,  forgot,  forgotten. 

Buy,  bought,  bought. 

Speak,  spoke,  spoken. 

Give,  gave,  given. 

Go,  went,  gone. 

Come,  came,  come. 

Grow,  grew,  grown. 

Blow,  blew,  blown. 

Show,  showed,  shown. 

Eat,  ate,  eaten. 

Beat,  beat,  beaten. 

Swin,  swam,  swum. 

Ride,  rode,  ridden. 

Catch,  caught,  caught. 

Hurt,  hurt,  hurt. 

II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition:     Limited   to   a   few   simple   sentences   about   a 

single  subject. 

(b)  Dictation :     Simple   sentences   embodying  technicalities   given 

under  "3"  below. 

2.  Cultivation  of  the  language  sense. 

(a)  Imitation    of    good    models,    limited    to    single    sentences    of 

good    form. 

(b)  Memorization:   (2A)   Copy  parts  of  selections  learned.     (See 

list  under  Reading  and  Literature.) 

3.  Training  in  technicalities  of  written  work. 

(a)  Penmanship:    Short,  easily  written  sentences. 

(b)  Arrangement:    Margin  on  left  in  writing  sentences. 

(c)  Capitals :     Names  of  persons ;  Minneapolis  and  other  places ; 

streets;  months,  days  and  holidays;  Mr.,  Mrs.,  Miss,  St., 
Ave. 

(d)  Punctuation:     Period  after  abbreviations. 

(e)  Abbreviations:     Mr.,  Mrs.,  St.,  Ave. 

III.  Word  Study. 

L  Imaging  words,  phrases  and  short  sentences  by  the  use  of  flash  cards 
and  other  devices  for  giving  power  of  quick  recognitioi^. 

2.  Reproducing  in  writing  visualized  words,  phrases   and  short   sen- 

tences for  training  the  eye-memory. 

3.  Building  words  from  basal  phonograms,  oral  and  written. 

4.  Testing  the   knowledge   of    new    words    by   requiring   their    use   in 

every-day  speech. 


46  COURSE  OF  STUDY 

5.  Practicing  and  testing  the  knowledge  of  new  words,  both  spelHng 

and  meaning,  by  requiring  their  use  in  written  composition  and 
dictation. 

6.  Building  words  with  letter  cards. 

7.  Spelling:    Begin  formal  spelling,  oral  and  written  (see  lists)  ;  plurals 

in  "s." 

THIRD  GRADE. 
In  general  the  language  work  of  this  grade  is  an  extension  of  the  work 
of  Second  Grade,  the  emphasis  being  mdicated  by  italics  or  additions. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Conversation  about — 

(1)  The   child's   personal    experiences;    home,   pets,   games, 

gardens,  and  natural  phenomena. 

(2)  School  and  school  activities. 

(b)  Oral  composition.     Sources:     Stories;  myths;  fables;  poems, 

read  or  told ;  pictures ;  observation  and  experiences. 
Suggested  List  of  Stories. 

The  Crow  and  the  Fox. 

Echo. 

The  Fisherman  and  His  Wife. 

Peter  and  the  Magic  Goose. 

The  Talkative   Tortoise. 

Piccola. 

The  Little  Match  Girl. 

Appleseed  John. 

How  the  Camel  Got  His  Hump. 

The  Red-headed  Woodpecker. 

The  Red  Shoes. 

Hansel  and  Gretel. 

Peter  and  the  Magic  Goose. 

William  Tell. 

Dick  Whittington  and  His  Cat. 

The  Miraculous  Pitcher. 

How  the  Mole  Became  Blind. 

The  Golden  Fleece. 

The    Bag  of   Winds. 

Why  the  Bear  Has  a  Short  Tail. 

Fables. 

(1)  Re-telling   stories,   including   stories    from   history   and 

geography. 

(2)  Narration  of   daily  experiences;   original   story-telling, 

based  on   experience  and  imagination ;   descriptions 
of  objects  observed  in  connection  with  nature  work 


LANGUAGE  AND  GRAMMAR  47 

(c)  Dramatization   worked  out  by  the  pupils  themselves.      (See 
stories  in  italics  in  list  under  (b)  above.) 

2.  Cultivation  of  the  language  sense  through — 

(a)  Conscious  imitation  of  correct  speech  and  word  study. 

(b)  Memorization   of   selections.      (See    list   under    Reading   and 

Literature.) 

(c)  Oral   reading:      Conscious   effort   in   expression   to   give   the 

thought  of  the  printed  page  to  hearers. 

3.  Correct  habits  of  speech  established  through — 

(a)   Imitation,      (b)   Repetition. 

(1)  Phonetic    drills    as    indicated    in    basal    readers    with 

special  attention  to  the  quality  and  "carrying"  pow- 
er of  the  voice. 

(2)  Games  and  drills  for  the  correction  of  errors  of  speech. 

List  for  Special  Drill — 
Their,  there. 

There  is,  there  are,  there  was,  there  were. 
There  are,  not  "they  are." 
Personal  pronouns   (order  and  case-form), 
e.  g.,  "She  told  him  and  me." 
It  was  he  who  saw  me,  etc. 
To,  too,  two. 
Learn  and  teach. 
Between  and  among. 
As  soon  as. 
As  far  as. 

Beside,  not  "side  of." 
At  and  to. 
Parts  of  the  following  verbs — 

Ring,  rang,  rung. 

Sing,  sang,  sung. 

Drown,  drowned,  drowned  (pronunciation). 

Break,  broke,  broken. 

Know,  knew,  known. 

Freeze,   froze,  frozen. 

Write,  wrote,  written. 
II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition:     Paragraph  grouping  of  sentences. 

(b)  Dictation:       Sentences,    paragraphs    and    stanzas    embodying 

technicalities   given    under   "3"  below. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Conscious  imitation  of  model  sentences  and  paragraphs. 

(b)  Memorization:    (3A)    Write    from    memory    short    selections 

learned.     (See  list  for  memorization  under  Reading  and 
Literature.) 


48  COURSE  OF  STUDY 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship:     Short  sentences. 

(b)  Arrangement:    Indentation  to  indicate  paragraph. 

(c)  Capitals:     Beginning   line   of   poetry;    titles;    dates;    initials; 

Minn,,   Supt.,   Prin.,   O. 

(d)  Punctuation:     Exclamation  point;  comma  in  dates,  and  after 

names  used  in  address ;  apostrophe ;  initials. 

(e)  Abbreviations:     Minn..  Supt.,  Prin.,  initials. 

III.  Word  Study. 

1.  Imaging  words,    phrases   and   sentences  by   the  use   of   flash   cards 

and  other  devices  for  giving  power  of  quick  recognition. 

2.  Reproducing  in   writing  visualized  words,  phrases,   and   short   sen- 

tences for  training  the  eye-memory. 

3.  Building  words  from  phonic  elements.     (See  Basal  Readers.) 

4.  Testing   the   knowledge   of   new   words    by    requiring   their    use    in 

every-day  speech  and  original  sentences. 

5.  Practicing  and  testing  the  knowledge  of  new  words,  both  spelling 

and  meaning,  by  requiring  their  use  in  written  composition  and 
dictation. 

6.  Arranging   in    alphabetical    order    familiar    words    having    different 

initial  letters. 

7.  Arranging   words    containing    the    same    root   in    groups,   as    work, 

working,  worked,  worker,  workman,  woodwork,  workbench. 

8.  Spelling:     Singular    possessives ;    and    contractions,    Til,    I'm,    isn't. 

aren't;  and  words  misspelled  in  daily  work. 
Champion  Spelling  Book : 

(3B)    Section  I,  Lessons  1-80;  large  type  words. 

(3A)    Section  I,  Lessons  1-80;  small  type  words. 

FOURTH  GRADE. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons:    Other  subjects  now  afford  opportunities  for 

expression  of  opinion  and  contributions  of  information 
which  should  encourage  the  free  and  natural  use  of  lan- 
guage. 

(b)  Oral  Composition.     Sources:     Literature  ;  biography  ;  history  ; 

geography ;   nature  ;   experience  ;  and  pictures. 
Suggested  List  of  Stories. 

Fifty  Famous  Stories — Baldwin. 
Wonder  Book — Hawthorne. 
Birds'  Christmas  Carol — Wiggin. 
Jungle  Book  Vol.  I — Kipling. 

Sarah   Crewe — Burnett. 
Stories  of  Brave  Dogs — Carter. 


LANGUAGE  AND  GRAMMAR  49 

Little  Lame  Prince — Muloch. 
Fairy  Tales — Andersen. 
Fanciful  Tales — Stockton. 

(1)  Re-telling  stories   from   literature,  history  and  geogra- 

phy following  the  outline  of  the  original  story. 
Outline  to  be  worked  out  by  the  class. 

(2)  Narration  of  events,  original  story-telling,  and  descrip- 

tion of  nature  observations. 

Pupil  to  be  held  to  an  orderly  arrangement  of  sub- 
ject matter. 

(3)  Letter  writing:     Study  of  the  contents  of  model  friend- 

ly letters,  class  making  outline  of  the  same, 
(c)   Dramatization :      Worked    out    by    groups    of    pupils.      Select 
from  list  under  (b)  above. 
2.  Cultivation  of  the  language  sense  through — 

(a)  Conscious  imitation  of  correct  speech. 

(b)  Memorization  of  selections,  noting  and  explaining  word-pic- 

tures of  the  author  to  develop  the  power  of  literary  in- 
terpretation. Care  should  be  taken  in  choosing  selections 
whose  beauty  would  not  be  impaired  by  dissection.  (See 
list  under  Reading  and  Literature.) 

(c)  Oral  Reading:     (1)   Frequent  opportunities  should  be  given 

to  the  class  to  choose  between  the  merits  of  two  selec- 
tions and  to  decide  upon  the  portions  of  a  selection  most 
pleasing   to   them.      (2)    Thought- giving   made   a   test   of 
thought-getting. 
v3.  Correct  habits  of  speech  established  through — 
(a)   Imitation,     (b)   Repetition. 

(1)  Drills  to  secure  distinct  articulation,  correct  pronuncia- 

tion, and  a  pleasant  "carrying"  voice. 

(2)  Exercises   giving   practice    in    forms   likely   to  be   mis- 

used. 

List  for  Special  Drill — 

Who,  whom,  whose. 

This  and  that. 

We  boys  went,  not  "us  boys  went." 

He  gave  it  to  us  boys,  not  "we  boys." 

Well  and  good. 

Rise  and  raise. 

Like  and  love. 

He   is   larger  than    I,   not    "than    me,"    etc. 

Bring,  take,  carry. 

Lose  and  loose. 

From  him,  not  "off  him." 

My   father  did   it,  not  "my   father  he  did  it." 


50  COURSE  OF  STUDY 

Double  negative. 

Parts  of  the  following  verbs—  , 

Wear,  wore,  worn. 

Tear,  tore,  torn. 

Sit,  sat,  sat. 

Sit,  set,  set. 

Lie,  lay,  lain. 

Lay,  laid,  laid. 

Begin,  began,  begun. 

Throw,  threw,   thrown. 

Take,   took,  taken. 

Shake,  shook,  shaken. 

II.  Written  English. 

\.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition: 

Paragraph  grouping  of  sentences  from  outlines  worked  out 
by  the  class. 

(b)  Letter  Writing:     The  writing  of  friendly  letters,  holding  to 

orderly  arrangement. 

(c)  Dictation :      Sentences,    paragraphs,    and    stanzas    embodying 

technicalities  given  under  "3"  below. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Imitation  of  model  sentences  and  paragraphs. 

(b)  Memorization :       Writing     from     memory     short     selections 

learned.     (See  list  under  Reading  and  Literature.) 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship.     (See  course  in  Penmanship.) 

(b)  Arrangement:     Parts  of  a  letter  and  addresses. 

(c)  Capitals : 

(4B)   Those  required  in  the  parts  of  a  letter  and  addresses; 

names  of  the  Deity ;  N.  S.  E.  W. 
(4A)   Those  required  in  quotations. 

(d)  Punctuation: 

(4B)  Hyphen  in  numbers  written  in  words  and  in  division 
of  words  at  the  end  of  a  line. 

(4A)  Quotation  marks — unbroken,  direct  quotation;  com- 
ma after  "yes"  or  "no"  at  the  beginning  of  a  sen- 
tence. 

(e)  Abbreviations: 

(4B)   Measures  used  in  Arithmetic;  N.   S.  E.  W. ;  months 

and  days  of  the  week. 
(4A)   Dr.,  Rev.,  A.  M.,  P.  M. ;  review. 

III.  Word  Study. 

1.  Uses  of  syllabication. 

2.  Use  of  diacritical  and  accent  marks  in  pronouncing  words. 


LANGUAGE  AND  GRAMMAR  51 

3.  (4B)   Meaning  of  new  words  given  by  description,  synonyms,  anto- 

nyms or  illustrations. 
(4A)   Meaning  of  new  words  given  by  definitions  worked  out  by 
the  class. 

4.  Testing  the  knowledge  of   new   words  by  requiring   their   use   in 

every-day  speech  and  original  composition. 

5.  Practicing  and  testing  the  knowledge  of  new  words,  both  spelling 

and  meaning,  by  requiring  their  use  in  written  composition  and 
dictation. 

6.  Arranging   in  alphabetical  order  words   having  initial  letters   only 

alike. 

7.  (4B)  Compound  words  with  familiar  roots. 

(4A)  Compound  words  with  and  without  the  hyphen. 

8.  SpeUing :     Plurals  in  "es" ;  plural  possessives ;  syllabication  in  oral 

spelling  indicated  by  a  slight  pause ;  in  written,  by  a  hyphen  when 
the  division  occurs  at  the  end  of  a  line ;  common  contractions ; 
and  words  misspelled  in  daily  work. 
Champion  Spelling  Book: 

(4B)   Section  1,  Lessons  81-160. 

(4A)   Section  2,  Lessons  1-80. 

FIFTH  GRADE. 
Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons:     All  subjects  now  aflford  opportunities  for 

expression  of  opinions  and  contributions  of  information 
which  should  encourage  the  free  and  natural  use  of  lan- 
guage. 

(b)  Oral    Composition.      Sources:      Literature:    biography;    his- 

tory ;  geography ;  and  experiences. 

(1)  Reproduction    of    stories;    narrations    and    descriptions 

from  outlines  worked  out  by  individual  pupils. 

(2)  Narration  of  daily  events ;  original  story-telling,  based 

upon  experiences  and  imagination ;  and  descriptions 
of  objects  observed  in  nature,  the  pupil  using  his 
own  outlines ;  rhyming. 

(3)  Letter   Writing: 

(5B)   Discussion  of  the  contents  of  a  friendly  letter. 
(5A)   Discussion  of  informal  invitations,  acceptances 
and  regrets. 

(c)  Dramatization  to  illustrate  history  and  geography. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Varying  form  of  expression  to  give  the  pupil  opportunity  for 

choice. 

(b)  Memorization  of  selections,  noting  and  eyiplaming  word- pic- 

tures  of    the    author   to    develop   the    power    of    literary 


52  COURSE  OF  STUDY 

interpretation.  Care  should  be  taken  in  choosing  selec- 
tions whose  beauty  would  not  be  impaired  by  dissection. 
(See  list  under  Reading  and  Literature.) 

(c)   Oral   Reading:     The  pupil  should  be  given    frequent  oppor- 
tunities  to  choose  between  the  merits  of   two  selections 
and  to  decide  upon  the  portions  of  a  selection  most  pleas- 
ing to  him,  giving  reasons  for  the  choice. 
3.  Correct  habits  of  speech  established  through — 

(a)   Imitation,     (b)   Repetition. 

(1)  Drills  to  secure  distinct  articulation,  correct  pronunci- 

ation, and  a  pleasant  voice. 

(2)  Exercises   giving  practice  to   forms   likely   to  be    mis- 

used. 

List  for  Special  Drill — 
Either,  or. 
Neither,  nor. 

He  is  the  taller  of  the  two,  not  "tallest." 
Under,  over,  in,  into,  on,  beyond,  above,  beneath, 

etc. 
Diflferent  from,  not  "different  than." 
Ought  not,  not  "hadn't  ought." 
Well  and  good,  e.  g. : 
He  writes  well,  not  "he  writes  good." 
She  looks  beautiful,  not  "she  looks  beautifully." 
Lady  and  gentleman ;  woman  and  man. 
Which,  animals. 
Who,  people. 

n  I  were,  if  he  were,  if  she  were. 
Could  have,  not  "could  of." 
Rather,   not    "kind  of." 

Shall  I?  and  shall  we?  never  "will  I?"  "will  we?" 
Parts  of  the  following  verbs — 

Draw,  drew,  drawn. 

Drink,  drank,  drunk. 

Choose,  chose,  chosen. 

Hang,  hanged,  hanged. 

Hang,  hung,  hung. 
II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition:     From  outlines  prepared  by  individual  pupils; 

original  verse. 

(b)  Letter  Writing: 

(5B)   Continue   friendly   letters. 

(5A)  Informal  invitations,  acceptances  and  regrets. 

(c)  Dictation:      Sentences,    paragraphs,    and    stanzas    embodying 

technicalities  given  under  "3"  below. 


LANGUAGE  AND  GRAMMAR  53 

2.  Cultivation  of  the  language  sense  through — 

(a)  Imitation   of    model    sentences,    paragraphs,    and   short   selec- 

tions. 

(b)  Memorization:  Writing  from  memory  selections  learned.  (See 

list  under  Reading  and  Literature.) 

3.  Training  in   technicalities   of  written   work   through — 

(a)  Penmanship.     (See  course  in  Penmanship.) 

(b)  Arrangement: 

(5B)   Review  parts  of  letters  and  addresses;  broken  quota- 
tions. 

(5A)    Parts  of  informal  invitations,  etc. 
-  (c)  Capitals: 

(5B)    Continue  practice  on  points  previously  taught;  broken 
quotations. 

(5A)   In  informal  invitations,  etc. 

(d)  Punctuation: 

(5B)   Continue  practice  on  points  previously  taught;  broken 

quotations ;  comma  in  a  series  of  words. 
(5A)   Of  informal  invitations,  etc. 

(e)  Abbreviations: 

(5B)   New  ones  used  in  Arithmetic. 
(5A)  Gov.,  Capt.,  Gen.,  Co.,  U.  S. 

III.  Word  Study. 

1.  Review  of  previous  work. 

2.  Uses  of  signs  and  words  necessary  to  the  interpretation  of  the  dic- 

tionary;  (a)  words  at  top  of  page;  (b)  diacritical  key;  (c) 
abbreviations  used  in  defining  words.  Use  Webster's  Academic 
Dictionary. 

3.  Exercises   in  opening  dictionary  promptly  to  given   letter  or  word, 

4.  Pronunciation  and   meaning  of   new   words   with   help   of   the   dic- 

tionary. 

5.  Use  of  new   words   required  in  every-day  speech  and  in  oral  and 

written  composition. 

6.  (5B)  A  few  Anglo-Saxon  roots,  such  as  wit  and  stead. 

(5A)   Meaning  and  use  of  Anglo-Saxon  prefixes,  un,  mis;  suffixes, 
fid,  ness,  lesSj  ar,  er. 

7.  Compound  words  continued,  as  in  fractions. 

8.  Spelling;  plurals  of  words  ending  in  "y"  5  common  contractions;  and 

words  misspelled  in  daily  work. 
Champion  Spelling  Book : 

(5B)   Section  2,  Lessons  81-160. 

(5A)    Section  3,  Lessons  1-80. 


54  COURSE  OF  STUDY 

SIXTH   GRADE. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons:     All  subjects  now  afford   opportunities   for 

expression  of  opinion  and  contributions  of  information 
which  should  encourage  the  free  and  natural  use  of  lan- 
guage. 

(b)  Oral  Composition.     Sources:     Literature;  biography;  history; 

geography;  and  experiences. 

(1)  Reproduction   of    stories,    descriptions    and   narrations, 

from  outlines  worked  out  by.  individual  pupils. 

(2)  Narration  of  daily  events;  original  story-telling,  based 

upon  experience  and  imagination,  the  pupil  using  his 
own  outline;  description  of  objects  observed  in  na- 
ture; rhyming.  (Through  all  this  work  practice 
should  be  given  in  the  choice  of  zvords  to  secure 
exactness  of  statement.) 

(3)  Letter    Writing:     Continued   consideration   of    friendly 

letters ;  business  letters  and  social  forms. 

(c)  Dramatization  to  illustrate  history  and  geography. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of  expression. 

(1)  Expression  of  a  thought  in  different  ways  by  pupils. 

(2)  Study  of  selections  to  determine  the  fitness  of  expres- 

sion to  the  subject  and  the  author's  interests. 

(b)  Memorization  of  selections,  noting  and  judging  the  fitness  of 

the  author's  expression  to  convey  his  thoughts.  (See  list 
under  Reading  and  Literature.) 

(c)  Oral  Reading:     Class  criticism  and  discussion  of  chosen  selec- 

tions. 

(d)  Thought  Construction:     To  teach  "sentence  sense." 

(6B)  Study  of  words  as  symbols  of  ideas;  subject  and 
predicate  taught;  building  sentences,  amplifying 
these  by  the  use  of  modifying  words. 

(6A)  Building  sentences,  amplifying  them  by  the  use  of 
modifying  phrases  and  clauses. 

3.  Correct  habits  of  speech  established  through— 

(a)   Imitation,     (b)   Repetition. 

(1)  Drills  to  secure  distinct  articulation,  correct  pronunci- 

ation,  and  a   pleasant   voice. 

(2)  Exercises  giving  practice  in  forms  likely  to  be  misused. 

List  for  Special  Drill — 
Review  previous  lists. 


LANGUAGE  AND  GRAMMAR  55 

Each,  every,  and  either,  are  singular  and  demand 
that  the  sentence  throughout  be  constructed  in 
the  singular,  e.  g. :  Every  boy  has  finished 
his  letter  file.  Each  one  did  her  work ;  not, 
"each   one  did  their   work." 

Mad  and  angry. 

Stay  and  stop. 

Think,  guess  and  reckon. 

Grand,  swell   and  fierce. 

Awful. 

Next  to  the  last,  not  "second  last." 

Those  things,  not  "them  things." 

That  (or  this)  kind,  not  "those  (or  them  kind"). 

Let  and  leave. 

Funny,  strange  and  odd. 

Calculate  and  intend. 

Nice  and  lovely — cute. 

Expect  and  suspect. 

II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition:     From  outlines  prepared  by  individual  pupils; 

original  verse. 

(b)  Letter  Writing:     Friendly  and  business  letters;  formal  invi- 

tations, acceptances  and  regrets. 

(c)  Dictation :      Sentences,    paragraphs    and    stanzas    embodying 

technicalities  given  under  "3"  below. 

2.  Cultivation  of  the  language  sense  through — 

(a)  (6B)   Imitation   of   model    sentences,    paragraphs,    and   shorf 

selections. 

(b)  (6B)  Memorization:       Writing     from     memory     selections 

learned.     (See  list  under  Reading  and  Literature.) 

(c)  (6A)   Building    sentences    containing    subject    and    predicate 

amplified    (1)    by  word;    (2)    by  phrase;    (3)    by  clause. 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship.      (See  course   in   Penmanship.) 

(b)  Arrangement:     Lines  in  poetry;  parts  of  business  letter  and 

formal    invitations,    etc. 

(c)  Capital :     Names  of  particular  bodies  of  people,  office,  posi- 

tion, and  event. 

(d)  Punctuation:     Continue  practice  on  points  previously  taught; 

formal  invitations,  etc. ;  comma  to  set  off  words,  phrases, 
and  clauses  out  of  their  natural  order. 

(e)  Abbreviations:  Continue  practice  on  points  previously  taught; 

formal  invitations,  etc. ;  M.  D.,  P.  S.,  Sec,  etc. ;  names  of 
states. 


56  COURSE  OF  STUDY 

III.  Word  Study. 

1.  Review   of  previous  work. 

2.  Pronunciation  and  meaning  of  new  words  obtained  from  the  dic- 

tionary. 

3.  Use  of  new  words   required  in  every-day  speech  and  in   oral  and 

written  composition. 

4.  (6B)   Compound  words  continued,  as  in  decimals. 

5.  (6B)   Anglo-Saxon   roots:     beat,  find,   break,  quick,  friend,  moon, 

tell 

6.  (6A)   Meaning  and  use  of  Anglo-Saxon  prefixes:  out,  fore,  n;  of 

suffixes:  ling,  en,  ship,  dom. 

7.  Spelling:     Plurals  of  words  ending  in  "f"  or  "fe";  common  con- 

tractions; and  words  misspelled  in  daily  work. 
Champion  Spelling  Book : 

(6B)   Section  3,  Lessons  81-160. 
(6A)   Section  4,  Lessons  1-80. 

SEVENTH  GRADE. 

I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons  in  all  school  subjects. 

(b)  Oral    Composition.      Sources:      Literature;    biography;    his- 

tory;  geography;   and   experiences. 

(1)  Occasional    reproduction  of   stories. 

(2)  Narration  of  events;  original  story-telling,  based  upon 

experience  and  imagination,  the  pupil  using  his  own 
outline;  description  of  nature,  situations,  and  per- 
sons ;  rhyming. 

(c)  Dramatization    to    illustrate    history    and   geography. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of  expression: 

(1)  Expression   of  a  thought  in  different  ways   by  pupils. 

(2)  Study  of  selection  to  determine  the  fitness  of  expres- 

sion to  the  subject  and  the  author's  interest. 

(b)  Memorization  of  selections,  noting  and  judging  the  fitness  of 

the  author's  expression  to  convey  his  thought.     (See  list 
under  Reading  and  Literature.) 

(c)  Oral    Reading:      Class    criticism    and    discussion    of    chosen 

selections. 

(d)  Thought  Analysis: 

(7B)  (1)  Elements  of  a  sentence:  Subject  and  predicate, 
the  asserting  part  being  seen  in  the  copula  or 
felt  in  the  predicate. 

(7B)  (2)  Subject:  Principal  part  (substantive),  simple 
and  compound,  and  modifiers  (adjective).  Mod- 


LANGUAGE  AND  GRAMMAR  i? 

ifiers :     Adjectives,  possessives,  appositives  and 
other  words  (noun  or  pronoun)  used  adjective- 

ly. 

(7B)  (3)  Predicate:  Principal  part  (verb  or  verb  phrase) 
simple  and  compound;  enlarged  by  words,  mod- 
ifiers and  complements.  Modifiers :  Adverbs, 
words  (nouns)  used  as  adverbs.  Complements : 
Attribute,  object  and  objective. 
(7B)    (4)  Phrase  modifiers  of  subject.    Phrase  modifiers  of 

predicate. 
(7B)    (5)   Clause  modifiers  of  subject.     Clause  modifiers  of 

predicate. 
(7A)    (6)    Types  of  predicates. 
(7A)    (7)   Kinds  of  sentences. 
(7A)    (8)  Clauses  as  elements  of  a  sentence, 
(e)   Thought  Construction;   sentences  to  be  built   from   the   ele- 
ments considered  above. 
3.  Correct  habits  of  speech  established  through — 
(a)   Imitation,      (b)   Repetition. 

(1)  Drills    to    secure   distinct   articulation,   correct   pronun- 

ciation and  a  pleasant  voice. 

(2)  Exercises  giving  practice  in  forms  likely  to  be  misused. 

List  for  Special  Drill — 
Review  previous  lists. 
Scared  and  afraid. 
Center  and  middle. 
Balance  and  remainder. 
Both   and   each. 
Plenty  and  plentiful. 
Healthy  and  healthful. 
Apt,  likely,  liable. 
Less   and   fewer. 
Bring,  carry  and  fetch. 
Well  and  good. 

I  may  have  gone,  not  "I  may  of  gone." 
Attack,    attacked,   attacked. 
Forms  of  English  used  in  telephoning. 
II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Composition  from  outlines  prepared  by  individual  pupils,  giv- 

ing   particular    attention    to    the    building    of    sentences; 
original  verse. 

(b)  Letter  Writing:    Much  practice  in  the  writing  of  friendly  and 

business  letters,  applications  for  positions. 


58  COURSE  OF  STUDY 

(c)  Dictation:  Sentences,  paragraphs  and  stanzas  embodying 
technicalities  given  under  "3"  below;  also  friendly  and 
business   letters. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Building    sentences     from    the     elements     considered    under 

Spoken  English. 

(b)  Memorization :      Writing    from    memory    selections    learned, 

(See  list  under  Reading  and  Literature.) 

3.  Training  in  technicalities  of  written  work  through — 

(a)  Penmanship,     (See  course  in  Penmanship.) 

(b)  Arrangement:    Review  points  previously  taught;  special  study 

of  kinds  of  topical  outlines. 

(c)  Capitals:     Review  points  previously  taught;  topical  outlines, 

(d)  Punctuation:  (7B)  Review  points  previously  taught,  formulat- 

ing rules  for  uses  already  known  of  period,  interrogation 
mark,  exclamation  point,  comma,  apostrophe,  hyphen,  and 
quotation  marks ;  comma  in  setting  off  an  appositive ; 
topical  outlines. 
(7A)  Comma  in  setting  off  qualifying  clauses ;  semicolon 
in  compound  sentences. 

(e)  Abbreviations:   Review  abbreviations  previously  taught;  A.  D., 

B,  C,  Anon,.  Messrs.,  D.  D„  C,  O,  D. 

III.  Word  Study. 

1.  Review  of  previous  work, 

2.  Compound   words  continued, 

3.  (7B)   Meaning  and  use  of  Anglo-Saxon  suffixes,  ly,  ish,  th. 

4.  (7B)  Latin  roots,  such  as:  mitto,  missum;  duco,  ductum;  scriho, 

scrip  turn;  caput,  capitis;  manus. 

5.  (7A)   Roots  and  affixes:    graph,  phone,  auto,  tele,  etc. 

6.  Spelling :  Irregular  plurals ;  and  words  misspelled  in  daily  work. 

Champion  Spelling  Book : 

(7B)    Section  4,  Lessons  81-160. 
(7A)   Section  5,  Lessons  1-80. 

EIGHTH  GRADE. 
I.  Spoken  English. 

1.  Spontaneous  self-expression  to  be  secured  through — 

(a)  Topical  lessons  in  all  school  subjects. 

(b)  Oral   Composition.     Sources:     Literature,  biography,  history, 

geography   and    experiences, 

(1)  Occasional    reproduction, 

(2)  Narration  of  events ;   description  of  nature,  situations, 

and  persons  ;  rhyming. 

(3)  Original,   imaginative   work   suggested  by   climax   sen- 

tence,  picture,  or  situation. 

(4)  Debate. 


LANGUAGE  AND  GRAMMAR  59 

(c)   Dramatization,  including  formal  and  informal  presentation  of 
scenes  from  literature  and  history. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Variety  of   expression. 

(1)  Expression  of  a   thought   in    different  ways  by  pupils. 

(2)  Synonyms  and  antonyms. 

(3)  Study  of  selections  to  determine  the  fitness  of  expres- 

sion  to  the   subject  and  the  author's  interests. 

(b)  Memorization  of  selections,  noting  and  judging  of  the  fitness 

of  the  author's  expression  to  convey  his  thought  and  pur- 
pose.     (See  list   under  Reading  and  Literature.) 

(c)  Oral  Reading:    Class  criticism  and  discussion  of  chosen  selec- 

tions and  of  the  interpretation  as  given  by  individuals. 

(d)  Thought  analysis. 

(8B)    (1)   Parts  of  Speech: 

(a)  Nouns:      Common    and    proper;    number; 

possessive  form. 

(b)  Pronouns:     Personal;  relative;   interroga- 

tive ;  forms  and  uses. 

(c)  Verbs  and  verb  phrases:     Copulative  and 

attributive;  complete  and  incomplete;  ac- 
tive and  passive  forms. 

(d)  Copula  or  asserting  element  denotes  per- 

son,   number,    tense    and    completion    of 
act,  certainty  and  uncertainty. 

(e)  Verbals:     Infinitives,   gerunds,   participles. 

(f)  Adjectives^comparison. 

(g)  Adverbs — comparison, 
(h)   Prepositions. 

(i)    Conjunctions. 

(j)    Independent     expressions:       Interjections, 
noun  of  address,  exclamations,  expletives. 
(8A)    (2)   Special  study  of  clauses. 

(e)  Thought  construction. 

(8B)    (1)  Uses  of  the  parts  of  speech. 
(8A)    (2)  Building    sentences    from    clause    elements    and 
paragraphs  from  sentences. 

3.  Correct  habits  of  speech  established  through — 

(a)   Imitation,      (b)    Repetition. 

(1)  Drills  for  voice  training. 

(2)  Exercises  giving  practice  in*  forms  likely  to  be  misused. 

List  for  Special  Drill — 
Review  previous  lists. 
Shall  and  will. 


60  COURSE  OF  STUDY 

■    Should  and  would. 
Might  and  could. 
Agreement   of  verb   and   subject. 
Order  and  form  of  personal  pronouns. 
Discrimination  between  adjectives  and  adverbs. 
Comparison  of  .adjectives  and  adverbs. 
Uses  of  relative  pronouns. 
Continue  practice  of   forms  in   which   pupils   are 

not  proficient. 
Forms  of  English   used  in  telephoning. 

II.  Written  English. 

1.  Orderly  and  effective  self-expression  to  be  secured  through — 

(a)  Compositions    from   outlines,    particular  care   to  be   given   to 

structure  of  sentences  and  paragraphs. 

(b)  Letter  Writing:     Much  practice  in  the  writing  of  friendly  and 

business  letters,  telegrams,  business  and  social  forms  and 
applications  for  positions. 

(c)  Dictation:     Business   letters   and  business  and   social   forms. 

2.  Cultivation  of  the  language  sense  through — 

(a)  Building    sentences     from    the    elements    considered     under 

Spoken  English. 

(b)  Combination  of  related  sentences,  selecting  one  or  more  as 

expressing  central  or  basic  thought  and  using  others  as 
complements  and  as  word,  phrase,  and  clause  modifiers. 
This  may  include  change  of  active  to  passive  verb  forms. 
Let  variety  of  expression  be  sought,  and  choice  determined 
by  exact  thought  in  pupil's  mind,  and  relative  importance 
of  ideas.  Clearness,  unity,  smoothness,  and  strength  to 
be  sought. 

(c)  Compositions  on  a  definite  subject  in  different  styles  to  show 

the  dominant  motive  of  the  writer. 

(d)  Debate. 

(e)  Dialogue :     Changing  description  of  scenes  to  dialogue  form 

by  dramatizing  conversation. 

3.  Training  in  technicalities  of  written  work  through. 

(a)  Penmanship.     (See  course  in  Penmanship.) 

(b)  Arrangement :     Business  forms. 

(c)  Capitals:     Business  forms;  rules  for  uses  previously  learned. 

(d)  Punctuation:      Business    forms;    rules    for    uses    previously 

learned. 

(e)  Abbreviations:     Viz.,  i.  e.,  e.  g. ;  review  abbreviations  previ- 

ously  taught. 

III.  Word  Study. 

1.  Review  previous  work. 

2.  Compound  words  continued. 


LANGUAGE  AND  GRAMMAR  61 

3.  Use  of  dictionary  in  grammatical  analysis. 

4.  (8B)  Meaning  and  use  of  Latin  prefixes:  con,  dis,  re,  sub,  trans; 

and  suffixes :    ous,  ant,  ist,  etc. 
(8A)  Latin  prefixes  and  suffixes:  ad,  ante,  bi,  circum,  de,  ex,  in, 
inter,  pre,  pro,  able,  ate,  fy,  i.ze. 

5.  Latin   roots : 

(8B)  pello,   pulsum;   fero,   latum;   pono,   positum;   facio,   factum; 

cedo,  cessum. 
(8A)  sto,  statum;  rego,  rectum;   moveo,  motum;  dico,  dictum. 

6.  Practice  in  tracing  out  words  not  clearly  defined  and  in  finding  deri- 

vation and  history  of  words  from  Webster's  New  International 
Dictionary. 

7.  Spelling : 

Champion  Spelling  Book : 
(8B)   Section  5,  Lessons  81-160. 

(8A)   Review;  lists  of  words     commonly  misspelled.       Rules 
for  spelling. 


62  COURSE  OF  STUDY 

PENMANSHIP 

It  is  impracticable  to  divide  a  course  into  lessons  and  state  definitely  the 
work  to  be  done  at  a  given  time.  Neither  is  it  safe  to  say  just  how  rapidly 
classes  should  progress  as  it  depends  upon  the  knowledge  of  the  teacher  and 
the  amount  of  work  done  by  the  pupils.  However,  the  following  outline 
will  give  a  general  idea  of  the  work  to  be  done  in  each  grade : 

FIRST  GRADE. 

Blackboard  work:  Let  all  beginning  work  be  done  at  the  blackboard,  giv- 
ing special  attention  to  the  rhythm  or  swing  with  which  exercises  and  words 
should  be  made.  Use  all  movement  exercises  in  the  Writing  Manual  to 
page  19,  except  the  compact  push  and  pull  exercise  and  the  compact  oval. 
Words  and  sentences  based  upon  the  reading  material,  as  outlined  in  Writ- 
ten Language,  should  be  written  upon  the  blackboard  (no  unsupervised 
writing). 

Seat  work:     Toward  the  latter  part  of  the  year,  pupils  may  be  taught 
writing   position   at   their   seats.      Soft   lead   pencils   should   be   used.     All 
copies  on  page  15  in  the  Manual  should  be  studied. 
SECOND  GRADE. 

Blackboard  work:  All  capital  letters  and  the  single,  small  letters  found 
on  pages  20.  21.  22  and  23,  Manual. 

Seat  work:  Teach  muscular  movement;  review  all  large  movement  ex- 
ercises and  study  to  and  including  the  small  r,  page  23,  Manual. 

THIRD  GRADE. 
Use  pen  and  ink.     Review  all  first  and  second  grade  work  except  drills 
1  and  2  and  study  to  and  including  capital  Z. 

FOURTH  GRADE. 

Use  ovals,  push-and-pull,  capitals  and  small  letter  groups  as  movement 
exercises  and  study  to  words  beginning  with  capitals. 

FIFTH  GRADE. 
As  all  the  capital  letters,  small  letters  and  figures  have  been  developed, 
the  Fifth  Grade  should  review,  doing  work  in  capitals,  words,  and  figures. 
Words  beginning  with  a  capital  may  be  used  during  the  second  semester. 

SIXTH  GRADE. 
Continue  page  work  of  capital  letters  and  words  beginning  with  a  capital. 
Sentences  may  be  used  during  the  second  semester. 

SEVENTH  GRADE. 
Use  capital  letters  as  movement  drills.     Study  sentences,  one  word  at  a 
time  and  as  a  whole.     Give  much  attention  to  the  application  of  movement 
and  form  as  used  in  the  writing  class,  to  all  other  written  work. 

EIGHTH  GRADE. 
Pupils  of  this  grade  should  have  a  strong  muscular  movement  and  good 
control.  Page  work  in  sentence  and  body  writing  should  occupy  the  greater 
part  of  the  writing  period.  A  teacher  having  charge  of  the  writing  in  any 
grade  must  be  governed  by  the  needs  of  her  pupils  rather  than  by  any 
outline. 


ARITHMETIC  63 


ARITHMETIC 

"The  aim  in  teaching  arithmetic  should  be  to  develop  the  pupil's  power 
to  solve  accurately  and  readily  the  arithmetical  problems  that  arise  in 
ordinary  business  transactions,  and  to  secure  such  training  in  reasoning 
and  in  making  correct  and  concise  statements  of  arithmetical  conditions, 
relations  and  operations  as  may  be  properly  associated  with  the  work 
necessary  for  the  development  of  this  power." 

With  this  aim  in  mind,  this  course  of  study  has  been  prepared.  It 
reverts  to  the  old  topical  method  of  presentation,  except  in  a  modified 
form  in  the  primary  grades,  but  aims  to  present  the  essentials  and  to 
give  constant  drill  and  application  of  those  essentials.  However,  to  make 
the  course  broad  and  practical  certain  informational  matter  in  which  there 
is   an  arithmetical  element  has  been   included. 

The  teacher  must  be  guided  by  the  outline  in  the  selection  of  material 
from  the  text-book  used.  Much  drill  in  accurate  and  rapid  calculation  in- 
volving the  use  of  small  numbers  is  the  watch-word  of  the  course. 

The  text  references  in  Fourth  Grade  are  to  Hamilton's  Primary  Arithme- 
tic, in  Fifth  and  Sixth  Grades  to  Hamilton's  Intermediate  Arithmetic,  and 
in  Seventh  and  Eighth  Grades  to  Hamilton's  School  Arithmetic.  In  addi- 
tion to  these  references,  selections  from  practical  problems  and  reviews 
should  be  made  by  the  teacher.  The  stars  (*)  indicate  the  subjects  upon 
which  the  emphasis  for  that  grade  should  be  placed. 

FIRST  GRADE, 

Preliminary  informal   number  work.      (Sense  training.   Size  and   Com- 
parison, Measurement,  Counting,  Number  Games,  etc.) 
The  object  of  this  work  should  be: 

1.  To  make  the  teacher  familiar  with  the  knowledge  of  number  which 
each  child  already  possesses. 

2.  To  arouse  the  child's  interest  in  the  subject  of  number. 

3.  To  prepare  the  way  for  the  formal  study  of  number. 

For  suggestions  as  to  the  ground  to  be  covered  in  such  work  and  the 
methods  to  be  pursued,  teachers  are  referred  to  "Suggestions  for  Arith- 
metic Teaching  in  the  Grades." 

SECOND  GRADE. 

2B.  .     ' 

I.  Reading  and  Writing  Numbers  through  12. 

II.  Counting. 

1.  By  I's  from  1  to  50;  from  50  to  1. 

2.  By  2's,  3's,  4's  from  0  to  12 ;  from  12  to  0. 

*III.  Addition,  Subtraction,  Multiplication  and  Division;  Numbers  1-12. 

1.  Addition  of  single  columns,  sum  not  to  exceed  12. 

2.  Signs  for  processes. 


64  COURSE  OF  STUDY 

IV.  Measures. 

Pint,  quart,  gallon ;  inch,  foot,  yard ;  cent,  nickel,  dime,  quarter,  half- 
dollar,  dollar ;  dozen, 

V.  Problems. 

Oral ;  abstract  and  concrete. 
Notes  : 

1.  Objective  presentation  of  new  processes  should  be  followed  by  drill 

until  facts  and  tables  are  memorized. 

2.  See   "Suggestions"   for   Facts   to  be  Taught,   Seat  Work,   Number 

Games,  and  Drills. 

SECOND  GRADE. 
2A. 

I.  Reading  and  Writing  Numbers  through  24. 

II.  Roman  Signs  through  20. 

III.  Counting. 

1.  By  I's  from  1  to  50  or  beyond;  from  50  to  1. 

2.  By  2's-6's  from  0  to  24 ;  from  24  to  0. 

3.  By  2's-6's  from  any  number  with  24  as  a  limit. 

*IV.  Addition,  Subtraction,  Multiplication  and  Division  through  24. 
Addition  of  single  columns,  the  sum  not  to  exceed  24. 

V.  Measures. 

1.  Review  measures  of  Gr.  II.  B. 

2.  Peck,  bushel ;  days  in  week,  weeks  in  month,  months  in  year. 

VI.  Multiplication  Tables. 
2's,  3's  and  4's  to  6X4. 

VII.  Fractions. 

Illustrate  the  meaning  and  use  of  Vz,  Vs  and  %. 

VIII.  Problems. 

1.  Oral. 

(a)  Abstract    and    concrete.      Require    complete    statements    for 

answers  to  concrete  problems. 

(b)  Rapid  abstract  drill. 

2.  Written. 

(a)  Abstract  and  concrete.     One  concrete  problem  daily  for  seat 

work,  to  be  copied  from  the  blackboard  with  complete  state- 
ment for  answer. 

(b)  Daily  drill  on  abstract  work. 
Notes  : 

1.  See  Notes  1  and  2  in  Gr.  11.  B. 

2.  Give  frequent  reviews  of  facts  taught  in  2B. 

3.  See  "Suggestions"  on  Addition,  Fractions,   Roman   Signs,   Number 

Games,  and  Drills. 


ARITHMETIC  •  65 

THIRD  GRADE. 

3B.  :^ 

I.  Notation  and  Numeration  to  1,000. 

II.  Roman  Signs  through  50. 

III.  Counting. 

1.  Review  and  continue  through  100. 

2,  Emphasize  counting,  beginning  with  any  number. 

*IV.  Addition. 

1.  Rapid  single  column  addition. 

2.  Addition  by  endings  2,  3,  4,  5  and  6. 

3.  Addition  of  two  and  three  figured  numbers   (sum  of  each  column 

not  to  exceed  24). 

*V.  Subtraction. 

1.  By  endings  2,  3,  4,  5  and  6. 

2.  Subtraction  of  two  and  three  figured  numbers  (no  figure  in  subtra- 

hend to  exceed  in  value  the  corresponding  figure  in  minuend). 

*VI.  Multiplication. 

1.  Complete  multiplication  tables  of  2's,  3's  and  4's. 

2.  5's  and  6's. 

*VII.  Division. 

1.  Tables,  2's-6's. 

2.  Short  division;  simple  problems,  e.  g.,  2)844. 

VIII.  Measures. 

i.  Review  and  apply  in  concrete  problems,  oral  and  written. 

2.  Table  of  Time ;  16  oz.=l  lb. 

3.  Practice  in  the  use  of  measures,  particularly  of  the  inch,  foot  and 

yard. 

IX.  Fractions. 

Objective   presentation   of   equivalent    fractions,  as  2/2   equals    1,  4/4 
equals  1,  2/4  equals  1/2,  4/2  equals  2,  etc.^ 

X.  Problems. 

1.  Oral. 

(a)  Abstract  and  concrete;  oral  statements  of  one-step  problems 

in  addition   and  subtraction    (small   numbers). 

(b)  Rapid  drill  in  abstract  work. 

2.  Written. 

(a)  Abstract  and  concrete;  require  sentence  answers  to  concrete 

problems. 

(b)  Work  for  rapidity  and  accuracy  in  addition  and  subtraction. 

Note  : — See  "Suggestions"  for  Roman  Signs,  Fractions,  Number  Drills  and 
Games. 


66  COURSE  OF  STUDY 

THIRD  GRADE. 

3A.  ^ 

I.  Notation  and  Numeration  to  100,000. 

II.  Roman  Signs  through  100. 

III.  Counting. 

1.  Continue  drill  on  counting  by  2's-6's,  beginning  with  0,   beginning 

with  any  number,  forward  and  backward. 

2.  Count  by  7's-9's  in  the  same  way. 

*IV.  Addition. 

1.  Rapid  single  column  addition. 

2.  Addition  by  endings  2,  3,  4,  5,  6. 

3.  Addition  of  abstract  and  concrete  numbers   (8  or  10  numbers,  no 

number  to  exceed  1.000). 

*V.  Subtraction. 

1.  By  endings  2,  3,  4,  5,  6,  7,  8,  9. 

2.  Subtraction   of   abstract   and    concrete   numbers    (numbers    not    to 

exceed  units  of  thousands).     See  V.  Gr.  III.  B. 

*VI.  Multiplication. 

1.  Tables  of  7's,  8's  and  9's. 

2.  Multiplication   of   abstract  and  concrete  numbers,  multiplicand   not 

to  exceed  units  of  thousands,  multiplier  figure  1  to  9. 

*VII.  Division. 

1.  Tables    from   2's-9's. 

2.  Short  division  continued. 

VIII.  Measures. 

Review  ;  U.  S.  Money,  reading  and  writing  of  dollars  and  cents  (no 
explanation  of  decimal  point  except  that  it  is  used  to  separate 
dollars  and  cents). 

IX.  Fractions. 

Continue    equivalent    fractions    through   6ths   and  8ths.     See    IX,    Gr. 

III.  B. 

• 

X.  Problems. 

1.  Oral. 

(a)  Abstract  and  concrete ;   oral   statements  of    "one-step"   prob- 

lems in  multiplication  and  division   (small  numbers). 

(b)  Rapid  drill  in  abstract  work  in  the  four  processes. 

2.  Written. 

(a)  Abstract  and  concrete ;  require  sentence  answers  to  concrete 

problems, 

(b)  Work  for  rapidity  and  accuracy  in  the  four  processes ;  em- 

phasize multiplication  and  division. 
Note  : — See  "Suggestions"  for  Multiplication,  Number  Games,  and  Drills. 


ARITHMETIC  67 

FOURTH  GRADE. 
4B. 

I.  Notation  and  Numeration  to  1,000,000.     Page  87. 

II.  Roman  Notation.     Page  87. 

III.  Counting. 

Continue  drill  in  rapid  counting  from  2  to  9,  beginning  with  0,  begin- 
ning wifh  any  number,  forward  and  backward. 

*IV.  Addition. 

1.  Continue  drill  in  single  column  addition. 

2.  Addition  by  endings. 

3.  Daily  drill  in  written  problems,  abstract  and  concrete.     Pages  46-48, 

54,  76,  88. 

*V.  Subtraction. 

1.  Continue  drill  on  subtraction  by  endings. 

2.  Subtraction  of  numbers  where  one  or  more  figures  in  the  subtrahend 

exceed  in  value  the  corresponding  figures  in  the  minuend  (numbers 
not  to  exceed  tens  of  thousands).    Pages  50-54,  77-78,  88,  110,  119. 

*VI.  Multiplication. 

1.  Tables  of  lO's,  IPs 'and  12's. 

2.  Multiplication  of  abstract  and  concrete  numbers  by  all  single  multi- 

pliers  through   12. 

3.  Multiplication  by  two  figured  numbers,  including  numbers  contain- 

ing 0.    Pages  111,  113,  115,  142-144  (upper  half),  154-155,  158-162. 
172,  188,  189. 

*VII.  Division. 

1.  Continue  drill  on  tables. 

2.  Short  division  to  include  the  following  types  of  problems :  4)  361, 

etc.     Select  similar  easy  problems  from  text. 

VIII.  Measures. 

1.  Arrange  measures  already  learned  in  tables,  using  abbreviations. 

2.  Use  U.  S.  Money  in  addition,  subtraction,  multiplication  and  divi- 

sion (divisor  an  abstract  number).     Pages  67-70,  80-84,  106,  108- 
109,  124-125,  177. 

IX.  Fractions. 

1.  Continue  drill  on  small  equivalent   fractions. 

2.  Memorize  %  and  %  of  numbers  through  24. 

X.  Problems. 

1.  Oral  Statements. 

Concrete   "two-step"    problems   with   small   whole   numbers. 

2.  Written   Statements. 

(a)   Concrete    "one-step"    problems    in    addition    and    subtraction. 
(Limit  to  one  daily.) 


68  COURSE  OF  STUDY 

(b)  Daily  drill  on  oral  and  written  abstract  problems  in  the  four 

processes. 

(c)  Emphasize  written  addition,  multiplication,  subtraction. 
Notes  : 

1.  See  "Suggestions"  for  Original  Work,  Games,  and  Drills, 

2.  Emphasize  time  drills  and  tests. 

FOURTH  GRADE. 
4A. 

I.  Notation  and  Numeration  to  1,000,000,000.    Pages  87,  135-138,  183. 

II.  Counting. 

Continue    drills. 
*III.  Addition. 

1.  Continue  drill  in  single  column  addition  and  addition  by  endings. 

2.  Daily  drill  in  abstract  and  concrete  problems.     Pages  119,  121,  139, 

184-186. 
*IV.  Subtraction. 

Daily  drill  in  abstract  ajid  concrete  problems.     Pages  139,  150,  187. 
*V.  Multiplication. 

1.  Review  tables. 

2.  Multiplication  by  two,  three  and  four  figured  numbers.     Pages  193- 

195. 
*VI.  Division. 

1.  Review  tables. 

2.  Long  division  by  divisors  of  one  figure.     Pages  73-74,  100-101,  105, 

120,  131,  145-146,  156-157,  164. 

3.  Long  division  by  divisors  of  two  and  three  figured  numbers.    Pages 

165-169,  171,  199-200,  209. 

4.  Teach  the  two  uses  of  division  :  measurement  and  partition.     Pages 

170,  209. 

5.  Short  division ;  problems  as  given  under    (2)  above. 

VII.  Measures. 

1.  Apply  tables  already  learned  in  concrete  problems. 

2,  Teach  Square  Measure  and  process  of  finding  area  and  perimeter. 

Pages  85,  126-127,  180-182. 

VIII.  Fractions. 

1.  Apply  facts  already  taught  in  problems. 

2.  Equivalent    fractions   through    lOths   and    12ths. 

IX.  Problems. 

1.  Oral  Statements. 

Concrete  "two-step"  problems  with  small  whole  numbers. 

2.  Written  Statements. 

Extend  the  work  in  problems  to  include  multiplication  and  divi- 
sion. 


ARITHMETIC  69 

NoTFS : 

1.  See  "Suggestions"'  for  Order  of  Development  in  Division,  Measures, 

Games,  and  Drills. 

2.  Emphasize  time  drills   and  tests. 

3.  Work  for  increasing  rapidity  and  accuracy  in  the  four  fundamental 

processes. 

FIFTH   GRADE. 
5B. 

I.  Notation  and  Numeration. 

1,  Decimal  System  thoroughly  taught.     Pages  7-8. 

2.  Roman  Signs.     Page  9. 

II.  Four  Fundamental  Processes. 

1.  Addition.      Pages    10-11. 

2.  Subtraction.    Pages  12-13. 

3.  Multiplication.     Pages   13-15. 

4.  Division.     Pages  16-18. 

5.  Review.     Pages  19-21. 
*III.  Factoring. 

1.  Factors  and  Multipliers.     Pages  15-16,  136. 

2.  Tests  of  Divisibility.     Pages  137-138. 

3.  Least  Common  Multiple  by  factoring.     Pages  141-142. 
*IV.  Fractions. 

1.  Terms  used.     Pages  143-144. 

2.  Fractional  equivalents.     Pages  22-30. 

3.  Reduction.     Pages  31-32,  144-150. 

4.  Addition.    Pages  33-37,  151-152. 

5.  Subtraction.     Pages  37-41,  153. 

6.  Review.     Pages  41-43,  153-157. 

V.  Measures. 

Review  measures  already  taught.      (See  lower  grade  work.)      Make 
practical  by  problems  from  the  child's  home  or  school  experience. 

FIFTH   GRADE. 
5A. 

I.  Notation  and  Numeration  reviewed.     Pages  126-127. 

II.  Four  Fundamental  Processes  reviewed.     Pages  127-135. 

III.  Factoring — Review. 
Cancellation.     Page  139. 

*IV.  Fractions. 

1.  Multiplication.     Pages  43-56,  158-166. 

2.  Division.     Pages  58-63,  167-174. 

3.  Review  of  Fundamental  Processes.    Pages  64-71,  179-183. 
V.  Measures  and  Measurements. 

1.  Measures:      Liquid,    Dry,    Avoirdupois,    Time,    Distance,    Quantity. 

Pages  102-109. 

2.  Measurements:      Length,     Surface    and    Volume.      Pages     112-118. 


v^ 


h  ^ 


70  COURSE  OF  STUDY 

VI.  General  Review. 

Select  Problems.    Pages  119-125. 

SIXTH   GRADE. 
6B. 
•■I.  Decimals. 

1.  Notation  and  Numeration.     Pages  72-75,  184-185. 

2.  Comparison  of  Common  Fractions  and  Decimals.     Pages  75-76,  186. 

3.  Addition.     Pages  77-78. 

4.  Subtraction.    Pages  79-80,  187-189. 

5.  Multiplication.     Pages  81-83,  189-192. 

6.  Division.     Pages  84-88,  193-198. 

7.  Review  of   Common   Fractions   and  Decimals.     Pages   88-91. 

II.  Measures  and  Measurements. 

1.  Review  all  tables  of   Measures. 

2.  Reduction  of  Denominate  Numbers.     Pages  206-210. 

3.  Fundamental   operations.     Pages  211-214. 

4.  Practical   Measurements.     Pages  215-232. 

SIXTH   GRADE. 
6A. 
*I.  Work  Preliminary  to  Introduction  of  Percentage. 

1.  Review  of  Common  Fractions  and  Decimals.     Pages  201-203.  . 

2.  Reduction  of  Decimals.     Pages  198-200. 

3.  Fractional  Relations  and  Business  Fractions. 

(a)  U.  S.  Money.     Pages  96-98. 

(b)  Aliquoit  Parts.     Pages  175-176. 

(c)  Reduction  of  fractions  to  hundredths.     Special  drill. 

II.  Simple  Business  Transactions. 

1.  Bills.     Pages  98-101. 

2.  Accounts.     Pages  204-206. 

3.  Receipts  and  Checks.    Pages  258-259. 

III.  General  Review. 

Select  problems.     Pages  260-268. 

SEVENTH  GRADE. 
7B. 
I.  Review  Common  Fractions  and  Decimals. 

1.  Fundamental  Processes  reviewed — selected  work.    Pages  22-84. 

2.  Comparison    of    Common    Fractions    and    Decimals.      Pages    72-73, 

84-85. 
*II.  Percentage. 

1.  Case  I.     Pages  161-165. 

2.  Fractional   Relations. 

(a)  Finding  what  part  one  number  is  of  another.     Page  54. 

(b)  Finding  the  whole  when  a  part  is  given.     Page  55. 


ARITHMETIC  71 

3.  Case  11.     Pages  165-166. 

4.  Case  III.    Pages  167-168. 

5.  Review.     Pages  171-173. 

SEVENTH  GRADE. 
7A. 
*I.  Applications  of  Percentage. 

1.  Gain  and    Loss.     Pages   173-178. 

2.  Commission.     Pages  179-183. 

3.  Commercial   Discount.     Pages   188,191. 

4.  Interest — all  problems  worked  by  the  6%  method.     Pages   199-209. 

5.  Taxes — to  be  treated  as   a   matter  of  general   information,    rather 

than  to  acquire  method  of  computation.    Pages  193-196. 

6.  Insurance — property  and  personal.     To  be  treated  as  a  matter  of 

general  information,  rather  than  to  acquire  methods  of  computa- 
tion. See  Teller  and  Brown's  Business  Methods,  pages  202-209. 
Pages  183-187. 

II.  General  Review  of  Percentage. 

EIGHTH  GRADE. 
8B. 
*I.  Ratio  and  Proportion. 

Limited   to   Simple   Proportion.     Pages   261-265. 
*II.  Powers  and  Roots.     Pages  282-290. 

1.  Meaning  of  Terms. 

2.  Perfect    second   and  third   powers   of    all   numbers    from    1    to   12 

memorized. 

3.  Square  and  cube  roots  found  by  factoring. 

4.  Square  root  by  long  method. 

5.  Pythagorean  proposition. 

*III.  Practical  Measurements. 

1.  Length  and  Surface.     Pages  116-118. 

2.  Lines  and  Angles.     Pages  118-120. 

3.  Triangles  and  Quadrilaterals.     Pages  120-125,  130-133. 

Applications : 

Plastering  and   Papering.     Pages  125-126. 
Roofing  and  Flooring.     Pages  126-127. 
Papering   and    Carpeting.      Pages    128-129. 

4.  Area  of  circles. 

5.  Surface  and  volume  of  solids. 

Rectangular.     Pages  136-140. 
Cylindrical.     Pages  145-147. 
AppHcations : 

Concrete,  stone  and  brick  work.    Pages  144-145. 

Bins,  Tanks  and  Cisterns.     Page  147. 


72  COURSE  OF  STUDY 

6.  Lumber.     Pages  141-144.     Find  practical  applications. 

7.  General  Review.     Pages  149-154. 

EIGHTH  GRADE. 
8A. 
*I.  Business  Transactions. 

1.  Business  applications  of  Decimals.     Hamilton  86-89, 

2.  Bills,  Statements,  Receipts  and  Accounts.     See  Teller  and  Brown's 

Business  Methods,  Chapter  H.     Hamilton  90-98,  192-193. 

3.  Promissory  Notes. 

See  Teller  and  Brown's  Business  Methods,  Chapter  IV. 

Essentials  and  Forms,     Hamilton  216-222, 

U,  S.  Rule.    Partial  Payments.     Hamilton  222-225. 

4.  Banking.     See  Teller  and  Brown's  Business  Methods,  Chapter  III. 

Uses  and  kinds  of  banks.    Hamilton  227. 
Savings  Bank  accounts. 

Commercial  Bank  Accounts.     Hamilton  228-231. 
Borrowing  from  Banks.     Hamilton  231-237. 

5.  Transferring  Money. 

See  Teller  &  Brown's  Business  Methods,  Chapters  V  and  VI. 
Personal  Check.    Hamilton  240. 
Bank   Draft.     Hamilton  241-243. 

Postal,    Express,   and   Telegraph    Money    Orders.     Hamilton   239- 
240. 

6.  Investments.      (Optional.) 

See  Teller  and  Brown's  Business  Methods,  Chapter  X   and  XII. 
Stocks  and  Bonds.     Hamilton  248-258. 
Deeds  and  Mortgages. 
II.  General  Review. 

1.  Rapid  computation  drills  in  fundamental   processes,  involving  inte- 

gers, fractions  and  decimals. 

2.  Drills  in  tables  of  denominate  numbers. 

3.  Drills  in  applications  of  percentage. 

4.  Formal  statements  of  problems. 


GEOGRAPHY  73 

GEOGRAPHY   AND   NATURE    STUDY 

As  life  is  everywhere  conditioned  by  environment,  geography,  which  is 
a  study  of  man's  physical  surroundings,  leads  back  to  life  and  is  valuable 
only  so  far  as  it  deals  with  the  relationship  that  exists  between  controls 
and  responses.  This  does  not  mean  that  there  are  not  mere  facts  to  be 
memorized  as  in  arithmetic.  Certain  arithmetical  facts,  as  combinations  of 
numbers,  must  be  learned  and  recalled  automatically  to  make  possible 
rapid  and  accurate  arithmetical  calculations,  so  certain  geographic  facts, 
as  location  of  places,  must  be  learned  to  relate  one  in  his  environment. 
The  learning  of  these  geographic  facts  must  be  an  important  phase  of  the 
work  in  the  Fifth  and  Sixth  grades. 

Nature  Study  is  so  related  to  Geography  that  we  may  consider  this  the 
correlating  center.  The  phenomena  of  nature,  as  observed  about  us,  and  the 
plant  and  animal  life  of  each  country  studied  furnish  the  basis  for  this 
subject  and  a  motive  for  its  pursuit.  Each  teacher  can  do  best  in  that 
realm  of  nature  of  which  she  knows  the  most,  and  in  which  her  pupils 
are  most  interested.  — ' 

SECOND  AND  THIRD  GRADES. 
£.  Concrete  Geography. 

1.  Purposes  :    To  give  the  child  in  the  simplest  and  most  graphic  form 

certain  fundamental  facts  about  the  world  in  which  he  lives. 

2.  Means  :     Through  observation  and  experiences   under  the  sugges- 

tions and  guidance  of  the  teacher.' 

(a)  Direction  :      Cardinal   and    semi-cardinal    points.      Connect   all 

places  talked  of  with  direction. 

(b)  Distance:     Develop  accurate  ideas  of  mile,  half-mile;  develop 

accurate  ideas  of  hours,  day,  week,  month  and  year  as  units 
of  thought  in  time ;  discuss  with  pupils  the  different  modes 
of  travel  familiar  to  them.  Train  them  to  make  real  to  them- 
selves distances  by  translating  them  into  units  of  time  in 
connection  with  walking  from  home  to  school,  riding  in  a 
streetcar  across  the  city,  on  the  railroad  to  St.  Paul,  etc. 

(c)  Topography:     Observation  of  type  forms  in  the  neighborhood 

may  be  made  in  field  lessons. 

(d)  People  of  the  Vicinity:     (a)   Compare  country  and  city  life; 

occupations  and  their  relations  to  the  seasons  of  the  year; 
manner  of  living,  etc. ;  (b)  Public  buildings :  The  Court 
House,  Post  Office,  Public  Library,  Railway  Stations,  Hospi- 
tals, Flour  Mills,  etc. 
l^e)  Landscape:  Train  children  to  see  out  of  door  pictures,  to 
recognize  the  beauty  in  the  landscape  and  to  notice  the  life 
around  then  in  its  varied  forms.  Use  many  pictures  in  con- 
nections with  3- above,  for  example. 


74  COURSE  OF  STUDY 

(f)  Plants:     Children  should  know  the  common  wild  flowers  of 

this  region.  Those  to  be  used  as  material  for  drawing  les- 
sons should  be  carefully  studied.  The  different  kinds  of 
.  trees  in  the  neighborhood  should  be  visited  and  studied. 
Children  should  know  something  of  the  life  of  plants  in 
summer  and  winter,  their  needs  and  conditions  for  growth 
their  habits,  their  friends  and  enemies.^  Also  the  use  of  soil 
to  animals  and  to  man  for  food,  clothing,  etc. 

(g)  Animals:     Common  domestic  animals:     Make  special  study  of 

the   cow   and   sheep  with   reference   to    food   and   clothing. 
Wild  animals  seen  in  circus  or  familiar  through  stories, 
(h)   Birds:     Children  should  know  the  common  birds  through  their 
pictures,  and  should  study  as  many  as  possible  out  of  doors, 
noticing    their   adaptation    to    environment,    their    covering, 
food,  homes  and  uses.     Teach  children  to  respect  the  rights 
of  birds  and  animals.     Explain  the  laws  of  the  state  for  the 
protection  of  animal  life, 
(i)  Weather  and  Wind:     As  Nature  gives  opportunity,  observe 
cloud,  fog,  dew,  rain,  snow,  hail,  ice  and  frost.     Notice  the 
directions,  feeling  and  uses  of  wind.     Observe  the  effects  of 
the  weather  on  plants,  animals  and  man.     Let  the  children 
observe  the  good  illustrations  in  nature  of  condensation  and 
evaporation,  expansion  of  water  by  freezing,  etc.     Connect 
these   phenomena   with    seasons   of   the   year.     Teach   year, 
months  and  seasons.     Keep  a  simple  weather  record  on  the 
blackboard, 
(j)   Moon:     Compare  the  moon  with  the  sun.     Notice  place  of  ris- 
ing and  setting.    Teach  the  meaning  of  the  following  terms : 
new.  full,  crescent  and  waning, 
(k)   Sun  :     Time  and  place  of  rising  and  setting.     Notice  difference 
in  position  of  sunlight  in  a  room  and  the  height  of  the  sun 
in   the   sky  at   noon.     Encourage  children   to  observe   their 
shadows.     Have   them   notice*  the   length   and    direction    of 
shadows  at  different  times  of  the  day  and  year.    Relate  these 
observations  with  facts  connected  with  temperature  and  the 
seasons. 
(1)   Stars:     Children  should  l)e  able  to  recognize  the  Great  Dipper, 
the  Pole  Star,  the  Milky  Way,  the  Little  Dipper,  Orion  and 
the  Evening  Star. 
References  : 

For  the  Teacher: 

Nature  Study — Jackman. 

Nature  Study  and  Life — Hodge. 
For  the  Children: 

Home  Geography — Fairbanks. 

The  Storvland  of  Stars — Pratt. 


GEOGRAPHY  75 

FOURTH  GRADE. 

4  B. 

I.  Concrete  Geography. 

1.  Observations: 

(a)  Weather   records  throughout  the  year  to   include  sun's  path, 

temperature,  winds,  and  seasons.  Records  may  be  kept 
in  note  books.  At  intervals,  comparisons  should  be  made 
and  facts  established,  as  warmest,  longest  day  in  year, 
etc. 

(b)  Type  forms  in  the  neighborhood: 

(1)  Plain,  plateau,  hill,  valley. 

(2)  Brook,  pond,  lake,  river. 

(3)  Shore  forms. 

In  order  to  give  the  child  concrete  experiences  to  serve  as  a 
basis  for  his  interpretation  of  geography,  type  forms  are 
to  be  studied  as  field  work.     Pictures   are   valuable   in 
extending  the  knowledge  of  children. 
References  : 

Home  Geography — Tarr  and  McMurry. 

The  Earth  and  Its  People — Winslow. 

Elementary  Geography — King. 

II.  Regional  Geography:    Minneapolis  and  Vicinity. 

1.  State  maps  should  be  shown.     City  maps  studied ;  rough  sketches  of 
the  city  drawn  on  blackboard. 

(a)  Location  of  Minneapolis. 

(b)  Extent  of  Minneapolis. 

(c)  Natural  features  of  Minneapolis. 

(d)  Industries  of  Minneapolis. 

(e)  History  of  Minneapolis. 

(f)  Connections  with  surrounding  cities  and  towns: 

(1)  St.  Paul— State  Capital. 

(2)  Fort  Snelling — Government  Reservation. 

(3)  Stillwater— State  Penitentiary. 

(4)  Minnetonka — Summer  Resort, 

(5)  Lake  Harriet — Summer  Resort. 

(6)  Minnehaha  Falls — Legend  connected  with  Falls. 

(7)  Anoka— Potato  Market. 

(8)  Adjacent    Towns — Market    Gardens,    Milk    Depots    and 

Creameries,  etc. 
References  for  Teacher: 

Minnesota  and  Its  People,  and  Early  History  of  Minne- 
a^lis. — John  H.  Stevens. 

Pen  Pictures  of  St,  Paul  and  Minneapolis. — T.  M.  New- 
son, 

Stories  of  Minnesota, — Forster, 

Minneapolis — Parsons, 


76  COURSE  OF  STUDY 

FOURTH  GRADE. 
4A. 

The  value  of  maps,  models,  pictures  and  excursions  cannot  be  over-esti- 
mated. Expression — drawing,  modeling,  graphing  and  writing  should  be 
employed  freely. 

I.  Preparation  for  Map  Study. 

(a)  Plans    of   school    room,    schoolhouse,    school   yard,    neighbor- 

hood, and  home.  Pupils  should  make  rough  sketches, 
paying  little  attention  to  scale.  They  may  get  their  idea 
of  scale  from  the  comparison  of  city,  county,  state,  and 
United  States  or  North  America  maps. 

(b)  Application  of  points  of  compass  to   neighborhood  plans  or 

sketches. 

(c)  Study  of  map  symbols, 

(d)  Study  of  globe  and  map  of  hemispheres  with  special  reference 

to  continents. 
References  : 

The  Earth  and  Its  People — Winslow. 
Home  Geography — Tarr  and  McMurry. 
Elementary  Geography — King, 

II.  Journey  Geography: 

To  discover  our  social  relationships. 

1.  Countries  to  be  visited. 

Note:     Locate  each  country  on  map  of  region  and  trace   route  of 
travel. 

(a)  Cold  Countries  :     Alaska,  Greenland,  Russia. 

(b)  Hot  Countries:     Africa,  India, 

(c)  Germany. 

(d)  Holland. 

(e)  France. 

(f)  Switzerland. 

(g)  China. 
(h)  Japan. 

(i)    Indian  homes  in  the  United  States. 
References  : 

The  Earth  and  Its  People — Winslow. 

Elementary  Geography. — King. 

III.  Study  of  ChiMren  of  the  Countries  Visited. 

2.  Children  of  Cold  Countries, 

3.  Children  of  Hot  Countries, 

4.  Children  of  the  Desert, 

5.  Chinese  and  Japanese  Children. 


GEOGRAPHY  77 

6.  German  Children. 

7.  Dutch  Children. 

8.  French  Children. 

9.  Swiss  Children. 
10.  Indian  Children. 

References  : 

Seven  Little  Sisters — Andrews 
The  Children  of  the  Cold — Schwatka. 
The  Little  People  of  Asia — Miller. 
Snow  Baby — Peary. 

Little  Folks  of  Other  Lands — Humphrey. 
Little  Folks  of  Many  Lands. — Chance. 
.    Land  of  the  Long  Night — Du  Chaillu. 
Our  Little  Japanese  Cousins — Wade. 
Our  Little  German  Cousins — Wade. 
Our  Little  Swiss  Cousins — Wade. 
Our  Little  Indian  Cousins — Wade. 
Boys  of  Other  Countries — Taylor. 
The  Wide  World — Youth's  Companion  Series. 
Geographical  Reader — King. 
Stories  of  Indian  Children — Husted. 

For  further  material  the  teacher  should  select  from  the  Little  People 
Everywhere  series :  Boris  in  Russian,  Hassan  in  Egypt,  Um  San  in  Japan, 
Fritz  in  Germany,  and  Marta  in  Holland. 

FIFTH  GRADE. 
5B. 

I.  North  America  as  a  Whole. 

1.  Position. 

2.  General  Form  and  Size. 

3.  Relief. 

4.  Drainage. 

5.  Climate. 

6.  Life  in  the  Different  Sections,  as  determined  by  relief  and  climate. 

7.  Occupations  and  Industries,  as  determined  by  relief  and  climate. 

II.  United  States  as  a  Whole. 

According  to  outline  similar  to  that  for  North  America. 

III.  Canada,  Mexico,  Central  America  and  West  Indies. 

According  to  outline  similar  to  that  for  North  America. 


78  COURSE  OF  STUDY 

FIFTH  GRADE. 
5A. 

I.  Europe  as  a  Whole. 

Same  outline  as  for  North  America. 

II.  Asia  as  a  Whole. 

Same  outline  as  for  North  America. 

SIXTH  GRADE. 
6B. 

I.  South  America  as  a  Whole. 

Same  outline  as  for  North  America. 

II.  Africa  as  a  Whole. 

Same  outline  as  for  North  America. 

III.  Australia. 

Same  outline  as  for  North  America. 

IV.  General  Geography. 

1.  Shape  and  Size  of  the  Earth. 

2.  Movements  of  the  Earth. 

3.  Latitude  and  Longitude  and  Standard  Time. 

4.  Winds  and  Storms. 

5.  Movement  of  the  Ocean. 

6.  Relief  Forms  and  Agencies  Producing. 

7.  Climate. 

8.  Distribution  of  Plants  and  Animal  Life. 
•  9.  Peoples. 

SIXTH  GRADE. 
6A. 

I.  North  Central  Section  of  States. 

1.  Location. 

2.  Coastline. 

3.  Relief. 

4.  Drainage. 

5.  Climate. 

6.  People. 

7.  Occupations  and  Industries. 

8.  Commerce. 

9.  Cities. 


GEOGRAPHY  79 

II.  Minnesota. 

1.  Location. 

2.  Early  history. 

3.  Relief  and  drainage. 

4.  Climate. 

5.  Occupations  and  industries. 

6.  Commerce. 

7.  Cities. 

8.  Schools. 

III.  Other  Sections  Treated  as  Above. 

IV.  Dependencies  of  the  United  States. 
Alaska. 

Hawaii. 
Philippines. 
Porto  Rico. 
Cuba. 
Panama. 

SEVENTH  GRADE. 
7B. 

I.  British  Empire. 

Same  outline  as  for  United  States. 

II.  Dependencies  of  Great  Britain. 
Canada. 

India. 
Australia. 

Vew  Zealand. 

Egypt  and  South  Africa. 

III.  Germany,*  with  Dependencies. 
Same  outline  as  for  United  States. 

IV.  France,  with  Dependencies. 

S  ime  outline  as  for  United  States. 

SEVENTH  GRADE. 
7A. 

I.  Russia,  with  Asiatic  Russia. 

Same  outline  as  for  United  States. 

II.  Scandinavian  Countries,  The  Netherlands,  Austria,  Italy,  Spain  and 

Portugal. 
Less  extensively  treated. 

III.  China  and  Japan. 
Less    extensively   treated. 

IV.  Brazil,  Argentina,  and  Chili. 

Less   extensively  treated.  ', 


80  COURSE  OF  STUDY 

EIGHTH  GRADE. 

8B. 

I.  Climate. 

1.  Climatic  conditions. 

2.  Belts  of  vegetation. 

II.  Relief. 

1.  Areas  of  Production. 

2.  Great  Staples  of  the  World. 

(a)  Textiles:  cotton,  linen,  wool,  silk,  hemp. 

(b)  Minerals:  coal,  iron,  gold,  silver,  petroleum,  lead,  copper  and 

zinc. 

(c)  Foods:  wheat,  corn,  rice,  oats,  barley,  tea,  coffee,  sugar,  cows, 

cattle,  etc. 

III.  Man's  Response  to  Environment. 

1.  Settlements  where? 

2.  Industries. 

EIGHTH  GRADE. 
8A. 

IV.  Typical  Markets  of  the  World. 

1.  Minneapolis  as  a  trade  center. 

2.  United  States. 

(a)  Factors  governing  production. 

(b)  Commercial  centers. 

(c)  Routes  and  methods  of  transportation. 

(d)  Exports. 

(e)  Imports. 

3.  Great  Britain,  France,  Germany  and  Japan  treated  in  the  same  way. 

4.  Markets  for  Minneapolis  products. 


HISTORY  81 

HISTORY  AND  CIVICS 

The  course  here  outlined  was  suggested  by  the  report  of  the  committee 
of  the  American  Historical  Association  that  was  appointed  to  consider  the 
subject  of  history  teaching  in  the  elementary  schools. 

"We  believe  that  a  leading  aim  in  history  teaching  is  to  help  the  child 
to  appreciate  what  his  fellows  are  doing  and  to  help  him  to  intelligent 
voluntary  action  in  agreement  or  disagreement  with  them.  To  accomplish 
these  results,  there  must  be  continuous  attention,  in  each  of  the  grades,  to 
events  in  the  past  which  the  pupil  can  understand,  and  also  to  contemporary 
problems  suited  to  his  intelligence.  The  various  fields  of  human  activity 
must  be  drawn  upon  for  these  events,  political,  industrial,  social,  educa- 
tional, religious,  and  no  one  of  them  should  exclude  the  others." 

"Fundamentally,  our  plan  is  based  on  the  proposition  that  the  history 
teaching  in  the  elementary  schools  should  be  focused  around  American 
History.  But  we  do  not  mean  to  imply  that  American  History  signifies 
an  account  of  events  alone  which  have  occurred  in  America.  Our  aim  is 
to  explain  the  America  of  today,  its  civilization,  its  institutions  and  its  tra- 
ditions. America  cannot  be  understood  without  taking  into  account  the 
history  of  its  peoples  before  they  crossed  the  Atlantic.  Too  much  em- 
phasis has  been  laid  upon  the  Atlantic  as  a  natural  boundary  not  merely 
of  the  American  continent,  but  also  of  the  history  of  America." 

It  is  by  no  means  intended  that  the  groups  of  topics  outlined  for  Fifth 
ind  Sixth  grades  should  be  taught  as  organized  history.  The  object  here 
is  to  give  impressions  arranged  in  chronological  sequence  that  will  let  the 
pupils  catch  the  spirit  and  the  purpose  of  our  country  and  understand  types 
of  our  national  life. 

Important  topics  in  Seventh  and  Eighth  grades  are  starred.  Their  rela- 
tive importance  is  indicated  by  the  number  of  stars.  Topics  with  four 
stars  are  of  the  greatest  importance ;  with  three  stars,  less,  etc. 

FOURTH   GRADE. 
4B. 

I.  Celebrations. 

1.  Columbus  Day;  Story  of  Columbus. 

2.  Thanksgiving  Day ;  the  Story  of  the  Pilgrims. 

3.  Christmas ;    Hebrew    Hero    Stories ;    Christmas    customs    in    other 

countries. 

II.  Local  History. 

(Dates  are  given  largely  for  the  teacher's  use.  Little  emphasis  shoulcj-  be 
placed  on  exact  dates,  with  two  or  three  exceptions,  as  the  time  of  the  first 
visit  by  a  white  man — Nicollet,  etc.  Associate  this  with  date  of  discovery  of 
America.) 

1.  Early  explorers:  story  of  their  visits  to  this  locality.  Nicollet  (1634- 
35)  ;  Radisson  and  Groseilliers  (1654)  ;  Marquette  and  Joliet 
(1673);  Hennepin  (1682). 


^2  COURSE  OF  STUDY 

2.  Fur  trading  with  the  Indians:  Sioux  (Dakotas)  ;  Ojibways. 

3.  Falls   of    St.    Anthony:"  naming;    description    of    past    and    present 

appearance  of  the  falls. 

4.  Fort  Snelling  (1820). 

5.  The  first  settlers   (1820-1834):    (a)    In   St.   Anthony;    (b)    On  the 

west  side  of  the  river ;  prominent  men,  as  Col.  Stevens. 

6.  The  first  house  (1849),  the  Stevens  house;  visit  this  house  in  Min- 

nehaha Park  if  possible. 

7.  Early  farms ;  middle  state  products  grown  in  Minnesota  previously 

considered  uninhabitable. 

8.  Advantages  of  the  location :  water  power ;  head  of  navigation  on  the 

Mississippi;  one  hundred  and  fifty  miles  from  Lake  Superior; 
limestone  rock;  subsoil  of  gravel. 

9.  Surveying  and  naming  the  settlement  (1854)  :  patterned  on  English 

Section  of  New  Orleans  by  Col.  Stevens ;  named  from  Dakota 
"Minne"  water  and  Greek  "polis"  city. 

III.  Civics. 

The  aim  in  civics  should  be  to  impress  respect  for  the  laws  which 
protect  us,  regard  for  the  personal  and  property  rights  of  others  and 
pride  in  the  various  departments  of  the  City  Government. 

1.  Policeman:     What  does  he  do?     His   uniform.     The  patrol  box. 

The  patrol  wagon.  What  is  each  for?  What  may  be  done  to 
assist  the  policeman?  Stories  of  the  policeman's  work  and 
bravery. 

2.  Streets :     Why  do  we  have  streets  ?     The  street  sprinkler  and  the 

garbage  man.  What  does  each  do?  How  and  why  is  it  done? 
How  can  pupils  help  in  keeping  streets  and  alleys  clean? 

3.  Fire :  What  are  the  dangers  of  fire,  especially  in  large  cities  ?    Who 

helps  to  fight  fire?  How  do  we  let  them  know  where  and  when 
there  is  a  fire?  How  do  they  put  out  a  fire?  Visit  the  station 
nearest  your  home.     Read  "Firebrands." 

4.  Library:    Why  a  city  library?    What  use  do  you  make  of  it? 

5.  Parks  and  Playgrounds :    Where  are  the  parks  ?    What  do  we  do  at 

the  parks?  What  we  may  see  at  the  parks.  Why  we  have  parks. 
Who  takes  care  of  parks?  How  can  you  help?  Who  are  the 
Park  Commissioners?     What  do  they  do? 


HISTORY  83 

FOURTH   GRADE. 

I.  Celebrations.  4A. 

1.  Lincoln's  Birthday. 

2.  Washington's  Birthday. 

3.  Memorial  Day;  associate  with  the  Story  of  Lincoln. 

4.  Fourth  of  July ;  associate  with  the  Story  of  Washington. 

5.  Flag  Days ;  The  Story  of  the  First  Flag. 

II.  Local  History. 

2.  Growth  of   Minneapolis :    rapid  after  1855 :   causes ;  advantages  of 
location.    See  B.  4,  8. 

2.  Industries  that  developed  the  city:  (a)  lumber  mills  (pine  forest  of 

Northern  Minnesota  with  treeless  prairies  for  a  market)  ;  (b) 
flour  mills  (the  hard  Northwestern  spring  wheat  contains  most 
valuable  food  elements). 

3.  First  railroad  (1865)  :  Minnesota  Central:  growth  of  great  railroad 

systems  (brief). 

4.  First  public   school :    site   of  the   present   Court   House,   destroyed 

by  fire  and  replaced  by  the  Washington  School  (1865). 

5.  Library  Association  (1859). 

6.  City  Government  chartered  and  St.  Anthony  annexed  (1867-1872). 
7. -Exposition    (1885)  :    (building  now   occupied  by  the   International 

Stock  Food  Company). 

8.  Court  House  and  City  Hall  (1887). 

9.  Street  cars:  horse  cars  (1875)  ;  Twin  City  Lines  (1888). 

10.  Post  Office:  St.  Anthony  (1851)  ;  West  side  of  river  (1854). 

11.  Present    Industries:    Minneapolis    as    a    great    distributing    center; 

manufacture  of  flour,  lumber,  machinery,  farm  implements,  furni- 
ture, etc. 

12.  Public  Buildings :  schools,  libraries,  art  galleries,  churches.  Masonic 

Temple,  etc. 

13.  Social  Interests :  public  libraries,  public  parks,  Garden  Association, 

etc. 

IIL  Civics. 

1.  City  Water :  Trace  the  water  from  your  faucet  to  the  pumping  sta- 

tion. Where  does  the  water  come  from  ?  Why  is  it  better  to  have 
city  water  than  well  water? 

2.  Drainage  System:  Why  do  we  have  this  system? 

3.  Health :  How  do  the  people  of  the  city  protect  their  health  ?     Who 

are  the  Health  Officers?  How  do  they  ensure  the  sale  of  pure 
milk?     What  have  they  to  do  with  the  city  water? 

4.  The  School:  Why   do  we  have  schools?     Why  should  we  attend 

school?    Who  is  placed  in  charge  of  the  schools? 

5.  The  Postman:  When  he  comes.    What  he  does.     Where  do  letters 

come  from?  Where  do  they  go  to?  How  do  they  travel?  Who 
has  charge  of  them?    Talk  with  the  postman. 


84  COURSE  OF  STUDY 

FIFTH  GRADE. 
5B. 

I.  American  Explorers. 

1.  Columbus. 

2.  Ponce  de  Leon,  Cortez,  De  Soto,  Magellan. 

3.  Cabot,  Drake,  Raleigh. 

4.  Champlain,  Hudson. 

II.  Virginia  Life. 

1.  John  Smith,  Pocahontas. 

2.  Industries,  manners,  and  customs  of  first  settlers. 

3.  Relations  with  the  Indians. 

III.  New  England  Life. 

1.  Miles  Standish,  type  of  Pilgrim. 

2.  John  Winthrop,  type  of  Puritan. 

3.  John  Elliot,  type  of  Missionary. 

4.  King  Philip,  type  of  Indian. 

5.  Industries,  manners  and  customs  of  New  England. 

FIFTH  GRADE. 
5A. 

IV.  Dutch,  Quaker  and  Other  Settlers. 

1.  Peter  Stuyvesant. 

2.  Manners,  customs,  and  industries  of  New  Netherlands. 

3.  William  Penn. 

4.  Manners,  customs  and  industries  of  the  Quakers. 

5.  James   Oglethorpe. 

6.  Manners,  customs  and  industries  of  Southern  planters. 

V.  New  France. 

1.  LaSalle,  Hennepin,  Marquette. 

2.  Radisson  and  Groseilliers. 

3.  Life  of  the  trapper,  the  Jesuit  Missionary  and  the  soldier  of  New 

France. 

VI.  Benjamin  Franklin. 

1.  Boyhood,  his  trip  to  Philadelphia. 

2.  As  an  inventor. 

3.  Aid  to  the  Colonies  (French  and  Indian  War). 
4  "Poor  Richard." 

VII.  Civics. 

1.  Review  of  fourth  grade  work. 

2.  Religious  liberty. 

3.  Laws :  meaning  of  government. 

SIXTH  GRADE. 
6B. 
I.  Before  the  Revolution. 

1.  Patrick  Henry. 

2.  Samuel  Adams. 


HISTORY  85 

II.  The  Revolution. 

1.  George  Washington. 

(a)  Boyhood,  plantation  hfe  in  Virginia. 

(b)  Washington  as  Surveyor. 

(c)  His  famous  journey  to  the  Ohio  River. 

(d)  With  Braddock. 

2.  Declaration  of  Independence. 

3.  Stories  of  the  Army. 

III.  Other  Revolutionary  Heroes. 

1.  Nathan  Hale. 

2.  Nathaniel  Greene. 

3.  Morgan. 

4.  Marion. 

5.  Paul  Jones. 

6.  La  Fayette. 

IV.  The  Great  West. 

1.  Daniel  Boone. 

2.  Boonesboro,  manners  and  customs  in  early  Kentucky. 

3.  Story  of  life  on  the  Mississippi. 

4.  John  Sevier,  story  of  early  life  in  Tennessee. 

V.  The  Northwest. 

1.  George  Rogers  Clark ;  winning  the  Northwest. 

2.  Life  in  Kaskaskia ;  Vincennes. 

VI.  The  New  Republic.  ^ 

1.  Washington ;  his  inauguration. 

2.  Locating  the  capital. 

3.  Eli  Whitney;  life  on  a  cotton  plantation. 

SIXTH  GRADE. 
6A. 

VII.  Increasing  the  Size  of  the  New  Republic. 

1.  Thomas  Jefferson. 

2.  Purchase  of  Louisiana. 

3.  Lewis  and  Clark;  story  of  expedition  and  discoveries. 

4.  Andrew  Jackson,  Indian  fights,  Florida. 

VIII.  Internal  Improvements. 

1.  The  first  steamboat — life  of  Fulton. 

2.  The  first  railroad. 

3.  The  Erie  Canal ;  its  importance  ;  natural  roads. 

4.  The  telegraph — life  of  Morse. 

IX.  The  Republic  Grows  Larger. 

1.  Sam  Houston. 

2.  David  Crocket ;  story  of  the  Alamo. 

3.  Fremont;   Kit  Carson. 

4.  Spanish  Missions  in  the  Southwest. 

5.  Discovery  of  gold  in  California. 


86  COURSE  OF  STUDY 

X.  Three  Great  Statesmen. 

1.  Webster. 

2.  Clay. 

3.  Calhoun. 

XI.  The  Civil  War. 

1.  Abraham  Lincoln. 

2.  Robert  E.  Lee. 

3.  Ulysses  S.  Grant. 

4.  Other  Northern  and  Southern  Generals. 

XII.  The  Spanish  American  War. 

1.  Dewey;  Sampson;  Schley. 

2.  Acquisition  of  territory. 

XIII.  Civics. 

1.  City  government. 

2.  Juvenile  Court. 

3.  Suffrage  ;  immigration ;  naturalization. 

SEVENTH  GRADE. 
7B. 

I.  Preliminary  Survey. 

1.  Where  Americans  came  from. 

2.  When  America  was  unknown  how  the  world  looked. 

3.  What   America    started    with.      Inventions    and    knowledge    before 

Columbus. 

II.  Geographical  Conditions. 

1.  Greece  and  her  neighbors :  What  we  have  learned  from  them, 
(a)  Famous  legends, 
(h)  Famous  Greek  cities. 

(c)  Unforgotten  memories  of  Greek  courage.      ^ 

(d)  The  Greeks  as  builders  and  artists. 

(e)  Greek  boys  and  Greek  men. 

(f)  How  Greek  ways  of  living  were  carried  to  other  lands.* 

2.  The  Romans :     What  they  learned  from  the  Greek  and  what  they 

have  taught  us. 

(a)  How  the  Romans  began, 

(b)  How  Rome  conquered  the  lands  about  the  Mediterranean. 

(c)  The  Romans  in  the  West.* 

(d)  Rome:     Capital  of  the  Empire. 

(e)  Rome  and  Christianity.* 

3.  Teutonic  Life :  The  Heir  of  the  Romans. 

(a)  The  German  tribes. 

(b)  Alfred  and  the  English.*** 
The  Vikings  and  the  Danes. 

(c)  How  the  English  began  to  win  their  liberties.**** 

(1)  King  John  and  The  Great  Charter. 

(2)  Beginning   of  the   English    Parliament. 


HISTORY  87 

(d)  How  People  lived  in  England  and  in  Europe  during  the  Mid- 

dle Ages.*** 

(1)  The  towns,  York,  Chester,  Carcassonne  and  Nuremberg. 

(2)  Village  life. 

(3)  The  Nobles. 

(e)  The  Church  in  the  Middle  Ages. 

4.  Routes  and  trade  between  the  East  and  the  West.**** 

(a)  Pilgrimages. 

(b)  The  Crusades — growth  pf  trade  and  love  of  travel. 

(c)  Trading  cities. 

5.  Discovery  of  the  New  World. 

(a)  Beginnings  of  Discovery.** 

(1)  Voyages  of   the   Northmen. 

(2)  Marco  Polo. 

(3)  Portuguese  voyages. 

(b)  Columbus.**** 

(1)  His  early  life. 

(2)  First  voyage. 

(3)  Later  voyages. 

(c)  Successors  of  Columbus.** 

(1)  Amerigo  Vespucci. 

(2)  John  Cabot. 

(3)  Vasco  da  Gama. 

(4)  Balboa. 

(5)  Magellan. 

(6)  Cartier. 

(d)  Beginnings  of  Conquest.*** 

(1)  Cortez. 

(2)  De  Soto. 

(3)  How  the  Spaniards  used  their  conquests. 

6.  European  rivalries  which  influenced  conquest  and  colonization. 

(a)  England  in  the  days  of  Elizabeth.* 

(1)  Stories  of  "Good  Queen  Bess." 

(2)  English  seamen  and  the  King  of  the  Spanish. 

(b)  France,  another  rival   of    Spain.* 

(1)  Story  of  Bayard. 

(2)  The  French  and  the  Spaniards  in  conflict  in  Amerira. 

(c)  The  King  of  Spain  attacked  by  his  subjects,  the  Dutch.** 

(1)  Description  of  Holland. 

(2)  The  quarrel  with  Spain. 

(3)  The  revolt  of  the  Dutch. 

(d)  Englishmen  join  in  the  fight  against  Spain.*** 

(1)  English  and  Dutch;   story  of  Sir  Philip   Sidney. 

(2)  War  between  England  and  Spain. 

(3)  Story  of  the   Great  Armada. 


88  COURSE  OF  STUDY 

(e)   English  Voyages  Westward.*** 

(1)  Story  of  Gilbert. 

(2)  Raleigh's  First  Colony. 

(3)  Raleigh's  Second  Attempt. 

SEVENTH  GRADE. 
7A. 

III.  The  First  Settlement  of  the  Three  Rivals  of  Spain. 

1.  North  America — Geographic  conditions.** 

(a)  Climate,  natural  resources  and  general  situation. 

(b)  Difficulty  of  reaching  the  Mississippi  Valley. 

2.  Getting  to  the  colonies.* 

(a)  Ships. 

(b)  Colonizing  companies. 

3.  The  First  English  Settlement.*** 

(a)  Hardships. 

(b)  John  Smith. 

(c)  Relations  with  the  Indians. 

(d)  Negro  slaves. 

(e)  Representative  assembly. 

IV.  Exiles  for  Political  or  Religious  Cause. 

1.  The  first  exiles  for  conscience's  sake ;  the  Pilgrims.*** 

(a)  Holland. 

(b)  Voyage  to  America. 

(c)  Early  days  of  Plymouth  Colony. 

2.  The  Puritans  Plan  to  Emigrate.* 

(a)  King  Charles  and  his  Parliament. 

(b)  Who  were  the  Puritans? 

3.  The  Great  Emigration,*** 

(a)  Settlement  of  Boston. 

(b)  How  the  Puritans  governed  themselves. 

(c)  Emigration  from  Massachusetts  to  Connecticut. 

4.  Other  Exiles.** 

(a)  Roger  Williams. 

(b)  Lord  Baltimore  and  the  founding  of  Maryland. 

5.  Puritan  and  Cavalier  in  England.* 

(a)  John  Hampden. 

(b)  War  between  King  and  Parliament. 

(c)  Triumph  of   Parliament. 

6.  New  Exiles  from  England.** 

(a)  English  laws  regarding  worship. 

(b)  William  Penn  and  settlement  of  Pennsylvania. 

(c)  Huguenot  exiles. 

(d)  Gustavus  Adolphus.  ■ 


HISTORY  89 

V.  Colonial  Rivalries. 

1.  Early  conflicts.* 

(a)  In  the  West  Indies. 

(b)  Peter  Stuyvesant  and  the  English. 

(c)  European  settlements  in  the  West  Indies  and  the  Navigation 

Laws. 

2.  The  French  in  the  Mississippi  Valley.*** 

(a)  Marquette. 

(b)  La  Salle. 

3.  The  arrival  of  the  Dutch.** 

(a)  Henry  Hudson. 

(b)  Manhattan  Island  settlement. 

4.  The  First  French  Settlement.** 

(a)  Quebec  and  Montreal. 

(b)  Champlain. 

(c)  Feud  between  the  Iroquois  and  the  Algonquins. 

VI.  Growth  of  the  English  Colonies.*** 

1.  The  New  England  Confederacy. 

2.  Troubles  with  Indians. 

3.  Discontent  with  governors. 

4.  Expansion  southward  and  westward. 

VII.  Struggle  for  Colonial  Empire  Between  England  and  France. 

1.  The  Dutch  and  the  English  against  France.* 

(a)  Revolution  of  1688  in  England. 

(b)  Bill  of  Rights. 

(c)  Sir  Edmond  Andros. 

2.  The  Colonies  at  War. 

(a)  Border  Warfare  in  William  and  Anne's  reign. 

(b)  Results  of  the  War. 

3.  Beginnings  of  the  Final  Struggle. 

(a)  England  and  France  take  sides  over  Silesia. 

(b)  King  George's  War. 

(c)  Dupleix  and  Clive  in  India. 

4.  Causes  of  Conflict  in  America.*** 

(a)  Clash  in  Ohio  Valley. 

(b)  Braddock's  Expedition. 

(c)  Montcalm  and  Wolfe.  • 

5.  Close  of  the  War.* 

(a)  Peace  terms. 

(b)  New  Colonial  Empire  of  England. 

6.  Review  of  English  Colonies.** 

VIII.  From  Colonies  to  Commonwealth. 

1.  The  Country  across  the  Alleghanies.*** 

(a)  Policy  of  the  English  Government. 

(b)  Kentucky  and  Tennessee. 


90  COURSE  OF  STUDY 

2.  Social  Life,  Industry  and  Trade  in  the  Colonies.*** 

(a)  Occupations. 

(b)  Social  conditions. 

3.  Government  in  the  Colonies.** 

(a)  The  Crown  and  the  people. 

(b)  Kinds  of  Colonial  governments. 

(c)  Comparison  with  other  European  Colonies. 

4.  Grievances  of  the  Colonies — causes  of  the  Revolution.*** 

(a)  Before  the  Stamp  Act. 

(b)  Resistance  to  new  taxes. 

(c)  Beginnings  of  violent  resistance. 

5.  Opening  of  the  Revolutionary  War.*** 

(a)  Lexington,  Bunker  Hill,  etc. 

(b)  Independence. 

(c)  Organization  of  Colonies  into  States. 

6.  Period  of  Difficulty.** 

(a)  Struggle  about  New  York. 

(b)  Burgoyne's  Expedition. 

(c)  Loss  of  Philadelphia. 

7.  Struggle  west  of  the  Alleghanies.** 

(a)  The  Northwest. 

(b)  George  Rogers  Clark. 

8.  The  French  Alliance.*** 

(a)  Reasons  for  it. 

(b)  First  consequences. 

(c)  Increasing  difficulties  of  the   English. 

9.  War  in  the  South,  a  new  period  of  difficulty.** 

(a)  Losses  in  the  South. 

(b)  Treason  of  Arnold. 

(c)  Recovery  of  the  South. 

10.  Close  of  the  War.*** 

(a)  Yorktown  campaign. 

(b)  Why  the  war  went  on. 

(c)  Peace. 

11.  England  after  the  Revolution. 

(a)  Attitude  toward  the  New  Republic. 

(b)  English  Colonies  :     Canada  and  Australia. 
IX.  Civics. 

1.  Family  government. 

2.  Tribal  government. 

v3.  Forms  of  government  of  civilized  nations. 

4.  Functions  of  government. 

5.  Relation  of  mother  government  to  colonies. 

6.  Relation  of  colonies  to  mother  government. 

7.  Forms  of  colonial  government. 

8.  Form  best  fitted  to  colonial  life. 


HISTORY  91 

EIGHTH  GRADE. 
8B. 

I.  Organization  of  the  United  States. 

1.  The  New  Republic.**** 

(a)  Weakness  of  the  government  under  articles  of  confederation. 

(b)  Distress  in  the  Republic. 

(c)  The  Northwest  and  Ordinance  of  1787. 

2.  The  Constitution.**** 

(a)  The  convention  of  1787. 

(b)  Powers  granted   National   Government. 

(c)  Powers  taken  from  the  States, 

3.  The  New  Government.*** 

(a)  Adoption  of  the  Constitution. 

(b)  Organization  of  the  new  government. 

(c)  Washington's  administration, 

II.  The  New  Republic  and  Revolutions  in  Europe. 

1.  Revolution  in  France.* 

(a)  Grievances   of   the   French  people. 

(b)  The  King  conquered  by  his  people. 

(c)  Overthrow  of  the  King. 

2.  European  Wars  and  American   Interests,* 

(a)  How  the  war  affected  America. 

(b)  Neutral  commerce. 

(c)  Troubles  during  Adams'  administration. 

3.  Advent  of  Jefferson.*** 

(a)  Election  of  1800  and  its  consequences. 

(b)  Purchase  of  Louisiana. 

(c)  Opening  new  territory. 

4.  New  wars  in  Europe  and  their  consequences  to  America.* 

(a)  Napoleon  Bonaparte. 

(b)  His  war  with  England. 

(c)  How  America  was  affected. 

5.  The  War  of  1812.*** 

(a)  Its  causes. 

(b)  The  struggle  about  Lake  Erie. 

(c)  Victories   of  the   "Constitution." 

(d)  War  unpopular  in   New  England. 

(e)  Peace  of  Ghent. 

(f)  End  of  the  European  War. 

6.  The  Creeks  and  Seminoles,  and  purchase  of  Florida. 

III.  Industrial  and  Social  Development. 

1,  The  Industrial  Revolution  in  England  and  America.**** 

(a)  Industrial  changes  in  England. 

(b)  Cotton. 

(c)  Factories. 

(d)  Steamboats, 


92  COURSE  OF  STUDY 

2.  Western   Emigration.**** 

(a)  New  homes  beyond  the  Alleghanies. 

(b)  The  settlers. 

(c)  Life  of  the  settler. 

3.  Social  conditions  about  1820.****     • 

(a)  Free  and  slave  labor. 

(b)  Missouri  Compromise. 

(c)  Beginnings   of  American   literature. 

IV.  New  Neighbors  and  New  Problems. 

1.  Revolt  of  the  Spanish  Colonies.* 

2.  Politics  from  1824  to  1832.*** 

(a)  Election  of  1824. 

(b)  Internal   improvements   and   the   tariff. 

(c)  "Reign"  of  Jackson. 

3.  Three  Great  Questions.*** 

(a)  New  method  of  electing  a  president. 

(b)  Banks. 

(c)  Anti-slavery   movement. 

4.  Our  Neighbors.*** 

(a)  Texas. 

(b)  The  Oregon  Question. 

(c)  Canada. 

5.  War  with  Mexico,*** 

(a)  Annexation  of  Texas. 

(b)  The  War. 

(c)  Results. 

V.  Civics. 

1.  Making  of  the  Constitution. 

2.  Nature  of  the  Constitution. 

3.  Interpretation  by  parties. 

EIGHTH  GRADE. 
8A. 

VI.  Expansion  Makes  the  Slavery  Question  Dominant. 

1.  California.* 

(a)  Discovery  of  gold. 

(b)  Compromise  of  1850. 

(c)  Failure  of  Compromise. 

2.  The  North  re-enforced — industrial  and  social  development.*** 

(a)  New  causes  of  emigration  from  Europe. 

(b)  Development  of  transportation. 

(c)  The  New   West. 

3.  Slavery  in  the  West.**** 

(a)  Kansas-Nebraska  questions. 

(b)  A  New  Party. 

(c)  Dred  Scot  case  and  John  Brown  Raid. 

(d)  Lincoln-Douglas  debates. 


HISTORY  '  93 

VII.  The  Crisis  of  the  Republic. 

1.  The  Crisis  of  the  Union.**** 

(a)  Election  of  1860. 

(b)  The  Secession  movement. 

2.  Civil   War.** 

(a)  Relative   power   of    Southern    Confederacy   and    the    Federal 

Government. 

(b)  Fort  Sumter  and  call  to  arms. 

3.  Varying  Fortunes  of  the  Conflict.**** 

(a)  Cutting  off  of   the  Confederacy. 

(b)  General  plan  of  the  struggle  on  land. 

(c)  Emancipation  Proclamation. 

4.  Turning  of  the  Tide.** 

(a)  Crisis  of  the  struggle  in  the  East. 

(b)  Crisis  on  the  Mississippi. 

(c)  On  the  threshold  of  the  cotton  states. 

5.  Overthrow  of  the  Confederacy.*** 

(a)  The  Virginia  campaign  of  1864. 

(b)  Sherman's  invasion  of  the  cotton  states. 

(c)  Appomattox. 

6.  The   Problems  of  Restoration  of  Peace.**** 

(a)  Reconstruction. 

(b)  Methods  of   reconstruction. 

(c)  Troubles  in  the  South. 

VIII.  The  New  Union. 

1.  The  New  Union.*** 

(a)  Opening  of  the  Far  West. 

(b)  Financial  crisis. 

(c)  Close  of  Reconstruction  Policies. 

2.  The  Problems  of  the  Republic.**** 

(a)  From  industrial  growth. 

(b)  From  commercial  rivalry  of   Europe. 

(c)  From  war  with  Spain. 

(d)  Education. 

IX.  Civics. 

1.  Operation  of  the  Constitution. 

2.  Relation  of  state  to  national  government. 

3.  Present  problems  suggesting  changes  in  the  Constitution. 


94  COURSE  OP  STUDY 


MUSIC 

FIRST  GRADE. 

The  pupils  are  to  spend  the  entire  year  in  singing  rote  songs.  Teachers 
may  select  good  songs  from  any  source.  The  Gaynor  books  are  furnished 
to  all  first  grades.  Early  in  the  year,  teach  the  songs  on  pages  2,  3,  4,  5, 
7,  14,  15,  16,  17,  28.  36,  39,  45,  50,  56  of  the  Congdon  Primer,  No.  One. 
These  songs  furnish  the  foundation  for  the  2B  grade  work. 

SECOND  GRADE. 

2B. 

Congdon  Primer,  No.  One. 
Primary  Melodies,  Page  19  and  on. 

2A. 

Congdon  Primer,  No.  Two, 

Eleanor  Smith  Music  Course,  Book  One,  pages  1  to  70.  Omit  pages 
60  (Lavender's  Blue),  66  (Mother  Hen).  On  pages  54,  55,  59,  60,  66  change 
the  time  from  2-4  to  4-8. 

Modern  Music  Series,  Primer,  pages  26  to  68,  112  to  126.  Omit  rounds 
and  two-part  work.  Songs  and  exercises  in  2-4  measure  containing  eighth 
notes  are  to  be  sung  in  4-8  measure.  Songs  and  exercises  in  3-4  and  4-4 
measure  containing  eighth  notes  are  to  be  omitted. 

Rote  Songs. 

THIRD  GRADE. 
3B. 
Eleanor  Smith  Music  Course,  Book  Two,  pages  1  to  37. 
New  Educational  Music  Course,  First  Reader,  pages  1  to  70. 

3A. 
New  Educational  Music  Course,  First  Reader,  pages  30  to  58. 
Eleanor  Smith  Music  Course,  Book  Two,  pages  37  to  58. 

FOUR!  H  GRADE. 
4B. 

New  Educational  Music  Course,  First  Reader,  pages  55  to  76. 
Modern  Music  Series,  First  Book,  pages  1  to  50. 

4A. 

Eleanor  Smith  Music  Course.  Book  Two,  pages  58  to  142. 
New  Educational  Music  Course,  First  Reader,  pages  76  to  112, 


MUSIC  95 

FIFTH  GRADE. 
5B. 
Eleanor.  Smith  Music  Course,  Book  Three,  pages  1  to  31. 
Modern  Music  Series,  First  Book,  pages  50  to  124. 

SA. 
Modern  Music  Series,  Second  Book,  pages  1  to  100.     Omit  all  three- 
part  songs  and  three-part  exercises. 

SIXTH  GRADE. 

6B. 

Eleanor  Smith  Music  Course,  Book  Three,  pages  31  to  130.     Omit  all 
three-part  songs  an^  three-part  exercises. 

6A. 
Modern  Music  Series,  Second  Book,  pages  100  to  177. 
Eleanor  Smith  Music  Course,  Book  Three,  pages  121  to  190. 

SEVENTH   GRADE. 
7B, 
Eleanor  Smith  Music   Course,   Book  Four,  pages   1   to   130.     Sing  all 
the  songs  and  exercises  on  pages  60  to  71,  but  do  nothing  with  the  scales. 
Cantatas  for  unchanged  voices. 

7A. 
Modern  Music  Series,  Alternate  Third  Book,  pages  1  to  124.     Sing  all 
the  exercises  and  songs  but  omit  all  scales,  triads  and  other  theory. 
Cantatas  for  unchanged  voices. 

EIGHTH  GRADE. 

8B  and  8A. 
School  Song  Book. 

Laurel  Music  Reader  or  School    Songs  with   College  Flavor.     Take 
the  songs  in  any  order  desired. 
Cantatas  for  mixed  voices. 


96  COURSE  OF  STUDY 


PHYSICAL  TRAINING 

Effort  is  made  to  get  a  general  training  in  the  possibilities  of  the  use  of 
the  human  mechanism.  This  goal  is  reached  through  training  for  alert 
muscular  response,  by  means  of  set  class  exercises  taken  at  command; 
through  utilizing  and  developing  the  rhythmic  sense,  by  rhythmic  exercises ; 
through  arousing  the  dormant  race  instincts  for  running,  throwing,  striking, 
chasing,  catching,  etc.,  by  games ;  and  through  use  of  the  later  developed 
instinct  for  competition  and  co-operation  by  means  of  more  highly  organ- 
ized games  and  athletic  competitions. 

The  v^ork  is  taken  in  the  fresh  air  as  much  as  possible ;  windows  open, 
in  the  open  corridors,  or  in  the  school  yard.  So  far  as  possible  no  two 
recitations  or  study  periods  are  taken  without  opportHnity  for  exercise  or 
play  between  them ;  and  these  exercises  and  plays  are  of  a  type  to  call  into 
use  the  large  muscles  of  the  back  and  legs  that  have  been  tired  and 
stretched  by  sitting. 

Particular  emphasis  is  put  on  correct  form  in  exercising  as  through  form 
the  best  results  are  obtained ;  and  special  effort  to  get  correct  standing  and 
sitting  and  walking  is  made  at  all  times.  In  the  lower  grades  the  exercises 
are  made  occupational  in  type  whenever  possible. 

The  exercises  given  below  are  samples  from  the  Outline  in  Physical 
Training  and  do  not  constitute  the  whole  of  the  work. 

FIRST  GRADE. 

I.  Set  Exercises. 

If 

1.  Introductory. 

Position. 

Deep  breathing. 

Eyes  right   (or  left)   Front. 

Feet  close.     Open. 

2.  Chest. 

Hands  on  hips,  place. 

Head  backward  bend.     Upward  raise. 

Arms  upward  bend.     Downward  stretch. 

3.  Balance  or  Leg :     Heels  raise.     Sink. 

4.  Running  and  jumping. 

5.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Follow  step. 

2.  Follow  step  with  heel  raising  behind. 

3.  The  Washerwoman,  and  other  Folk  Dances. 

III.  Games. 

1.  Cat  and  Rat. 

2.  Crow  Race. 

3.  Bean  Bag  Passing. 


PHYSICAL  TRAINING  97 

4.  Fly  Feather. 

5.  Tag. 

6.  The  Snake. 

SECOND  GRADE. 
I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Feet  close.     Open. 

Right  (or  left)  foot  forward  place.     Replace. 

2.  Chest. 

Hands  on  hips  place. 

Head  backward  bend.     Head  raise. 

Head  to  the  right  bend.    Head  raise. 

Arms  upward  J)end.     Downward  or  sideways  or  upward  strttch. 

3.  Balance  or  Leg. 

Feet  sideways  place.    Together  place. 
Heels  raise.    Sink. 

4.  Running  and  jumping. 

5.  Respiratory  exercises,  thistle  blowing,  etc. 
n.  Rhythmic  Exercises. 

1.  First  grade  exercises. 

2.  Follow  step  with  knee  raising  in  front. 

3.  Follow  step  with  heel  raising  across  in  front. 

4.  Klapdans,  and  other  Folk  Dances. 

III.  Games. 

1.  First  grade  games. 

2.  Imitation. 

3.  Rabbit  Chase. 

THIRD  GRADE. 
I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Right  (or  left)  face. 

Right  (or  left)  foot  outward  place.    Replace. 

2.  Chest. 

Hands  on  hips  place. 

Head  backward  bend.    Head  raise. 

Arms  upward  bend.    Elbows  forward  bend.    Backward  fling. 

Arms  downward  fling, 

3.  Balance  or  Leg. 

Heels  raise.    Sink. 

Right  (or  left)  foot  forward  raise.     Replace.  .^ 


98  COURSE  OF  STUDY 

4.  Arms. 

Arms   upward  bend.     Sideways  stretch.     Bend.     Upward  stretch. 
Bend,  etc. 

5.  Back. 

Hands  on  hips  place.     Body  forward  bend.     Body  raise.     Position. 

6.  Running  and  jumping. 

7.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Second  grade  exercises. 

2.  Skipping  step. 

3.  Dance  to  Your  Daddy. 

4.  Shoemaker's  Dance. 

5.  Folk  Dances. 

III.  Games. 

1.  Japanese  Tag. 

2.  Lame  Wolf. 

3.  Follow  My  Leader. 

4.  Catch  the  Handkerchief. 

5.  Bag  Board. 

FOURTH  GRADE. 

I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Right  (or  left)  foot  backward  place.    Replace. 

Heels  raise.     Sink. 

2.  Chest. 

Hands  on  neck  place.     Head  backward  bend.    Head  raise. 

Position. 
Arms  forward  (or  sideways)  fling.    Downward  sink. 

3.  Balance  or  Leg. 

Heels  raise.     Knees  bend.    Knees  stretch.     Heels  sink. 

4.  Back. 

Wood  chopping  exercise. 

5.  Abdominal. 

Body  backward  bend.    Body  raise. 

6.  Side. 

Body  to  the  right  (or  left)  bend.     Body  raise. 

7.  Running  and  jumping. 

8.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Third  grade,  and 

2.  Change  step. 

3.  Folk  Dances. 


PHYSICAL  TRAINING  99 

III.  Games, 

1.  Bean  Bag  Relay  Race. 

2.  I  Put  My  Right  Hand  In. 

3.  Simon  Says. 

FIFTH  GRADE. 

I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Right  (or  left)  face. 

Right  or  left  about  face. 

2.  Chest. 

Hands  on  neck  place.    Head  backward  bend.    Head  raise.    Elbows 

forward  bend.     Backward  fling.    Position. 
Arms  forward  and  upward  fling.     Forward  and  downward  sink. 

3.  Balance  or  Leg. 

Left  (or  right)  foot  forward  raise.    Replace,  or  Ground. 

4.  Shoulders. 

Arms    upward    bend.      Arms    sideways,    or    forward,    or    upward 
thrust.    Bend.    Position. 

5.  Back. 

Body  forward  bend. 
Wood  chopping. 

6.  Abdominal. 

Body  backward  bend.    Body  raise. 

7.  Side. 

Scythe  swinging  exercise. 

8.  Running  and  jumping. 

9.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Fourth  grade,  and 

2.  Toe  pointing  with  Change  Step. 

3.  Folk  Dances. 

III.  Games. 

1.  Three  Deep. 

2.  Boiler  Burst. 

3.  French  Blind  Man's  Buff. 

4.  Mr.  Slap  Jack. 

5.  Hunt  the  Key. 

6.  Hopping  Race. 

7.  Tossing  Race. 

8.  Bean  Bag  Drill. 


100  COURSE  OF  STUDY 

SIXTH  GRADE. 

I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Right  (or  left)  about  face. 

Alternate  heels  and  toes  raise. 

2.  Chest. 

Hands  on  hips  place.     Body  forward  bend.     Head  backward  bend. 

Head  raise.    Body  raise.    Position. 
Arms  sideways  and  upward  fling.     Sideways  and  downward  sink. 

3.  Balance  or  Leg, 

Left  (or  right)   forward  lunge.     Replace. 
Hands  on  hips  place.    Left  (or  right)  foot  forward  place. 
Heels  raise.     Knees  bend.     Knees  stretch.     Heels  sink.     Replace. 
Position. 

4.  Shoulders. 

Arms  sideways  raise.     Circle.     Downward  sink. 

5.  Back. 

Feet  sideways  place.    Body  forward  bend.     Body  raise. 

6.  Abdominal. 

Left   (or  right)   foot  forward  place.     Body  backward  bend.     Body 
raise.    Position. 

7.  Side. 

Body  to  the  right  twist.     Forward  twist. 

8.  Running  and  jumping. 

9.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Follow  step  with  rising  on  toes. 

2.  Cross  balance  step. 

3.  Folk  Dances. 

III.  Games. 

1.  Duck  on  the  Rock.   (With  bean  bags.) 

2.  Wrestling  Circle. 

3.  Umbrella  Ball. 

4.  Hill  Dill. 

5.  Tag  the  Wall  Relay  Race. 

6.  Relay  Flag  Race. 

7.  Touch  Ball  No.  1. 

8.  Dodge  Ball  No.  1. 

9.  Jolly  Fisherman. 

10.  Catch  Ball. 

11.  Steps.  ■ 


PHYSICAL  TRAINING  101 

SEVENTH  GRADE. 

I.  Set  Exercises. 

1.  Introductory. 

Position. 

Breathing. 

Right  (or  left)  about  face. 

Right  (or  left)  foot  outward  place.     Replace. 

2.  Chest. 

Hands  on  neck  place.     Right    (or  left)    forward  lunge.     Replace. 

Position. 
Right   (or  left)   forward  lunge.     Arms  forward  and  upward  fling. 

Sideward  and  downward  sink.     Replace. 

3.  Balance  or  Leg. 

Right    (or   left)    knee    forward    raise.      Forward    stretch.      Bend. 
Downward  stretch. 
7.  Shoulders. 

Right  arm  upward  and  left  arm  outward  fling.    Reverse. 

5.  Back. 

Hands  on  neck  place.     Body  forward  bend.    Body  raise.     Position. 

6.  Abdominal. 

Hands  on  neck  place.    Body  backward  bend.    Body  raise.   Position. 

7.  Side. 

Hands  on  neck  place.     Body  to  the  right  bend.    Body  raise.     Body 
to  the  right  (or  left)  twist.     Forward.     Position. 

8.  Running  and  jumping. 

9.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Sixth  grade  exercises. 

2.  Cross  balance  step  with  rhythmic  arm  movements. 

3.  Cross  balance  step  with  rhythmic  body  movements. 

4.  Cross  balance  step  with  arm  and  body  movements  combined. 

5.  Hopping  step. 

III.  Games. 

1.  Straddle  Ball. 

2.  Bears  and  Cattle. 

3.  Touch  Ball  No.  2. 

4.  Towel  Race. 

5.  One  Legged  Relay. 

6.  All  Up. 

7.  Circle  Tag. 

8.  Stride  Pass  Ball. 

EIGHTH  GRADE. 
I.  Set  Exercises. 
1.  Introductory. 
Position. 


102  COURSE  OF  STUDY  ] 

Breathing. 

Alternate  heels  and  toes  raise. 

Alternate  toes  raise. 

2.  Chest. 

Body  forward  bend.  Arms  forward  and  upward  raise.  Arms  side- 
ways and  downward  sink.    Body  raise. 

Arms  forward  bend.  Body  forward  bend.  Arms  backward  fling. 
Bend.     Fling.     Bend.     Body  raise.     Position. 

3.  Balance  or  Leg. 

Right  (or  left)  foot  forward  place.  Heels  raise.  Knees  bend. 
Knees  stretch.     Heels  sink.     Position. 

4.  Shoulders. 

Arms  sideways  raise.  Body  forward  bend.  Arms  circle.  Body 
raise.    Arm  sink. 

5.  Back. 

Arms  forward  and  upward  raise.  Body  forward  bend.  Raise. 
Bend.     Raise.     Arms  sideways  and  downward  sink. 

6.  Abdominal. 

Arms  forward  and  upward  raise.  Body  backward  bend.  Body 
raise.    Arms  forward  and  downward  sink. 

7.  Side. 

Arms  forward  and  upward  raise.  Body  to  the  right  (or  left) 
bend.     Body  raise.    Arms  sink. 

8.  Running  and  jumping. 

9.  Respiratory  exercises. 

II.  Rhythmic  Exercises. 

1.  Seventh  grade  exercises. 

2.  Rocking  step. 

3.  Folk  Dances. 

III.  Games. 

1.  Playground  Ball. 

2.  Basket  Ball. 

3.  Dodge  Ball 

4.  Potato  Race. 

5.  Pin  Ball. 

6.  Combination  Race. 

7.  Pin  Guard  of  Club  Circle. 

For  other  games  see  the  special  Outline  on  Organized  Play  at  Recess. 


HYGIENE  103 


HYGIENE 

The  children  in  the  first  three  grades  are  too  young  to  enter  upon  the 
study  of  Hygiene,  but  they  are  not  too  young  to  be  encouraged  in  habits 
of  cleanHness,  modesty  and  neatness. 

The  child  at  this  age  does  not  control  his  life.  His  personal  habits  are 
those  of  the  home.  The  teacher,  therefore,  should  co-operate  with  the 
nurse  and  school  physician  in  efforts  to  establish  favorable  conditions  for 
the  child's  development,  and  should  take  time  during  the  day  to  further 
hygienic  habits. 

The  rules  of  the  School  Board  empower  the  teacher  to  insist  on  decent 
conduct  and  a  cleanly  person  and  attire  for  each  child  attending  school, 
Section  47,  48  and  second  paragraph  of  Section  49,  Rules  and  Regulations 
for  the  Government  of  Schools.  The  condition,  however,  in  which  a  child 
presents  himself  in  the  school-room  depends  on  home  care,  and  some  dis- 
cretion must  be  exercised  when  dealing  with  the  subject. 


FIRST  AND  SECOND  GRADES. 
Health  Rules. 

Neatness. 

Cleanliness.  , 

Bathing, 
Fresh  Air. 

Sleeping  (retire  early). 
Food. 

Avoid  tea,  coffee  and  cheap  candy, 

THIRD  GRADE. 

I.  Cleanliness. 

1.  Washing  of  face,  neck,  ears,  hands,  and  feet. 

2.  Care  of  hair,  nails,  mouth,  teeth. 

3.  Tidiness  of  desk,  schoolroom,  school  toilet  (defacement,  etc.),  yard, 

street,  clean  shoes  (door  mat),  disposal  of  waste  paper,  fruit  skins. 
N.  B. — The  teacher  should  give  special  instruction  upon  method 
and  frequency  of  washing  various  parts  of  the  body. 

II.  Fresh  Air  and  Sunshine. 

1.  Value  of  a  large  amount  of  window  space. 
Value  of  south  windows. 

2.  Vision :    Poor  vision  due  to  insufficient  light,  artificial   light,   light 

from  wrong  direction,  poor  print,  glazed  paper,   sun   on  book  or 
paper. 


104  COURSE  OF  STUDY 

III.  Food. 

1.  Chewing. 

2.  Avoidance  of  cheap  candy. 

3.  Fried  food,  etc. 

4.  Too  much  meat, 

5.  Suitable  hmches  for  recess. 

IV.  Drink. 

1.  Need  of  private  or  individual  drinking  cups. 

2.  Proper  amount  of  water. 

3.  Dangers  of  tea  and  coffee. 

V.  Play,  Work  and  Rest. 

1.  Value  of  exercises. 

2.  Value  of  open  air  for  exercises. 

VI.  Sleep. 

1.  Time  for  going  to  bed  and  for  getting  up. 

2.  Open  windows  or  porch. 

3.  Darkness  and  quiet. 

4.  Happiness  on  retiring. 

VII.  Posture  in  Sitting  and  Standing. 

1.  Flat  chest  vs.  flat  back. 

2.  Need  of  frequent  exercise  periods. 

VIII.  Clothing. 

1.  Suitable  for  the  season. 

2.  Avoid  bundling  the  neck. 

3.  Rubbers  off  in  the  class  room. 

IX.  Injurious  Effects  of: 

1.  Cigarette  smoking. 

2.  Chewing  gum. 

3.  Other  bad  habits,  such  as  spitting,  exchanging  apples  or  candy. 

X.  Dangers  of: 

1.  Roller  or  other  public  towels. 

2.  Decaying  refuse,  flies,  odors,  etc. 

FOURTH  GRADE. 

In  this  and  the  following  grades  continue  the  effort  to  establish  habits  of 
hygienic  living.  Increased  attention,  however,  should  be  given  to  the 
physiological  facts  that  are  the  reason  for  the  desirability  of  these  habits. 

I.  Cleanliness. 

1.  Physiology  of  the  skin. 

2.  Enforce  habits  suggested  in  preceding  grades  and  add  simple  les- 

sons on  sweat,  pores,  outer  skin,  frequency  of  and  materials  used 
in  bathing.  The  unclean  person  vs.  the  rights  of  the  community. 
References. 


HYGIENE  105 

3.  Hygiene  of : 

(a)  Care  of  bowels  and  kidneys. 

Use  of  water,  fruits,  coarse  foods.  *^ 

(b)  Care  of  teeth. 

Need  of  care  of  temporary  set.     Relation  of  this  care  to  the 
solidity  and  shape  of  permanent  set. 

(c)  Cleanliness  in  the  home :     Care  of  dishes,  towels,  floor,  toilet 

and  basement. 

II.  Fresh  Air  and  Sunshine. 

1.  Effect  on  plant  life,  pale  plant  vs.  green  plant. 

2.  On  health  of  people,  pale  people  vs.  ruddy  people. 

3.  Relation  of  lack  of  fresh  air  and  sunshine  to  tuberculosis. 

III.  Food  and  Drink. 

1.  Necessity  for. 

2.  Kinds  of. 

3.  Method  of  preparation. 

4.  Protection  from  flies  and  dirt. 

IV.  Exercise  and  Rest. 

1.  The  effect  of  exercise  on  the  lungs  and  heart. 

2.  The  importance  of  rest. 

3.  Bathing  after  exercises.     Why? 

V.  Bones. 

1.  Composition  and  function. 

2.  Hygiene. 

(a)  Suggest  foods  that  are  helpful  because  of  their  mineral  ele- 

ments. 

(b)  Enforce  habits  of  posture  suggested  in  preceding  grades. 

(c)  Emphasize   good    posture   in   walking   and    running,    and    the 

avoidance  of  harmful  positions  in  sitting  and  standing. 

(d)  Lateral  curvature. 

VI.  Joints. 

1.  Structure  and  function. 

2.  Simple  treatment  of  a  sprain.  I 

VII.  Alcohol  and  Tobacco. 

1.  Cigarettes:  filth,  cost,  loss  of  work. 
Effect  on  growth  of  mind  and  body. 

2.  Alcoholic  drinks : 

(a)  Repulsiveness  of  effects. 

(b)  Sorrow  and  discomfort  to  others. 

(c)  Economic  loss  to  community. 


106  COURSE  OF  STUDY 

FIFTH  GRADE. 

N.  B. — See  note  at  beginning  of  Fourth  Grade. 

I.  Cleanliness. 

1.  Of  body. 

(a)  Review  the  work  of  the  preceding  grades. 

(b)  The  study  of  the  skin — its  two  layers  and  their  uses. 

(c)  The  care  of  burns,  surface  cuts  and  sores. 

2.  Of  home,  yard  and  street. 

Emphasis  should  be  placed  on  the  child's  responsibility    for  tidiness. 

3.  Relation  of  individual  to  community. 

II.  Clothing. 

1.  Simple  lessons  on  tidiness,  the  importance  of  dry  skirts,  stockings, 

and  shoes,  and  the  proper  care  of  handkerchiefs. 

2.  Kinds  of  clothing,  material  and  uses  at  different  seasons. 

3.  Rubbers,  uses  and  danger. 

III.  Food  and  Drink. 

1.  Importance  of  regularity  and  temperance  in  eating. 
•      2.  Proper  behavior  at  the  table. 
3.  Time  of  and  for  meals. 

IV.  Digestion  in  the  Mouth. 

1.  Proper  mastication,  teeth  and  saliva. 

2.  Care  of  teeth. 

3.  Relation  to  good  digestion. 

V.  Fresh  Aid  and  Sunshine. 

1.  Necessity  for  ventilating  living  and  sleeping  rooms. 

(a)  Tuberculosis. 

(b)  Infant  mortality. 

2.  Its  effect  on  garments  and  bedding. 

3.  Mental  effect. 

VI.  Sleep. 

1.  Value,  amount,  and  best  time  for. 

2.  Benefit  of  fresh  air,  darkness,  quiet,  sleeping  alone. 

3.  Proper  bedding. 

VII.  Muscles. 

1.  Parts  and  function. 

2.  Hygiene. 

(a)  Exercise:  value,  place,  best  times  for,  relation  to  meals,  kind 

of. 

(b)  Rest:  time,  place,  and  kind. 

VIII.  Alcohol,  Tobacco  and  Cigarettes. 

Consider  how  the  use  of  either  may  affect  employment  and  health. 


' 

HYGIENE 

;.  Tuberculosis. 

1.  Causes. 

(a)   Air. 

(b)   Food. 

(c)   Crowding. 

(d)   Spitting.    Dust. 

2,  Treatment. 

(a)   Fresh  outdoor  aii 

-. 

(b)   Nourishing  food. 

(c)   Segregation. 

107 


SIXTH  GRADE. 

In  this  grade  the  main  effort  should  be  to  estabhsh  and  fix  good  hygienic 
habits,  increasing  emphasis,  however,  should  be  laid  upon  the  physiological 
desirability  of  these  habits. 

I.  Skin. 

1.  Structure  and  function. 

(a)  Epidermis,  nails  and  hair. 

(b)  Dermis,  nerves,  blood  vessels,  sweat  and  oil  glands  and  hair 

sacs. 

2.  Hygiene. 

(a)  Cold  and  warm  baths.    Shower,  tub  and  sponge. 

1.  Particular  value  of  each  kind. 

2.  Temperature  of  room. 

3.  Necessity,  value,  and  frequency. 

(b)  Clothing:  Emphasize  changes  for  cleanliness  and  for  weather, 

and  the  airing  of  garments  and  bedding. 

(c)  Antiseptic  treatment  of  burns,  surface  cuts  and  sores. 

II.  Food  and  Drink. 

1.  Value  of  food. 

(a)  Varieties. 

(b)  Cooking  methods. 

(c)  Proper  food  for  infants. 

2.  Appearance  of  the  table. 

3.  Care  of  milk  and  other  foods,  food  boxes,  and  refrigerators.     Pro 

tection  from  dust  and  -flies. 

4.  Relation  of  proper  food  to  prevention  of  tuberculosis. 

III.  Fresh  Air. 

1.  Ventilation  of  home,  school,  halls  (day  and  night). 

2.  Temperature  of  room  (day  and  night). 

3.  Humidity  of  air.    Meaiis  of  moistening  air. 


108  COURSE  OF  STUDY 

IV.  Special  Senses. 

1.  The  eye. 

(a)  Emphasize  its  protection,  its  parts,  and  their  simple  uses. 

(b)  Need  of  glasses  if  vision  is  defective. 

(c)  Show  changes  in  the  pupil  by  darkening  the  room. 

(d)  Hygiene.    Points  of  emphasis: 

(1)  Light:  proper  position,  amount,  and  direction  of  light 

when  reading,  writing  and  sewing. 

(2)  Care  after  measles  and  scarlet  fever, 

(3)  Dangers  from  rubbing  and  using  a  public  towel. 

(4)  The  proper  removal  of  foreign  articles. 

2.  The  Ear. 

(a)  Emphasize  the  idea  of  protection  by  the  cavity  of  the  middle 

and  inner  ear,  and  explain  the  nature  and  use  of  the  drum 
membrane  and  Eustachian  tube. 

(b)  Hygiene, 

(1)  Show  how  the  removal  of  wax,  lack  of  care  in  drying 

behind  the  ear,  lack  of  protection  while  bathing,  and 
head  colds  may  cause  deafness. 

(2)  Warn  pupils  against  improper  blowing  of  the  nose  and 

boxing  the  ears  as  possible  sources  of  injury, 

(3)  Care  of   ear  after  children's   diseases,  measles,   scarlet 

fever,  etc. 

(4)  Need  of  proper  treatment  in  case  of  deafness. 

V.  Building  Sites. 

1,  Sunshine  and  shade, 

2.  Drainage. 

(a)  High  land  vs.  low  land. 

(b)  Vicinity  to  swamps,  rivers  and  lakes. 

VI.  Alcohol,  Tobacco  and  Cigarettes. 
Harmful  effects  upon  family,  city  and  state. 

SEVENTH  GRADE. 

N.  B. — See  note  at  beginning  of  Sixth  Grade. 
I.  Digestion. 

1.  Organs. 

(a)  Location,  (pharynx,  gullet,  stomach,  intesines,  liver). 

(b)  Special  study  of  the  teeth: 

(1)  Structure,  causes  and  prevention  of  decay. 

(2)  Deformities  due  to  nasal  obstruction  (adenoids,  turbin- 

ates, polypi,  etc.). 

2.  Process. 

(a)    Steps: 

(1)  Mastication. 

(2)  Stomach  digestion  (gastric  juice). 


HYGIENE  109 

(3)  Intestinal  digestion   (bile  and  pancreatic  juicer 

(4)  Absorption. 

(b)   Constipation,  diarrhoea.     (See  reference  list.) 
3.  Food. 

(a)  Purpose  of  nutrients  and  non-nutrients. 

(b)  Preparation  (animal  and  vegetable  foods). 

(c)  Economy  in  buying  and  care  as  to  wastefulness. 

II.  Circulation. 

1.  Organs  (heart,  arteries  [pulse],  capillaries,  veins). 

2.  Blood,  description  and  uses. 

3.  Hygiene. 

Conditions  for  good  blood   (food,  fresh  air,  sleep)   and  for  good 
circulation  (exercise  and  freedom  from  constant  pressure), 

III.  Respiration. 

1.  Respiratory  tract. 

Location  (pharynx,  larynx,  trachea,  bronchial  tube,  lungs). 
Emphasize  the  internal  structure  of  the  nose,  the  trachea  and  the 
lungs. 

2.  Process. 

Emphasize  the  enlargement  of  the  chest,  expansion  of  lungs,  inrush 
of  air,  and  changes  in  air  and  blood. 

3.  Hygiene. 

(a)  Breathing. 

(1)  Importance  of  and  hindrance  to  nose  breathing. 

a.  Turbinates,  polypi  and  adenoids. 

b.  Need  of  removal. 

(2)  Importance   and    effect    of   posture   and    clothing   upon 

deep  breathing  (tight  clothing). 

(b)  Air. 

(1)  Relation  of  fresh  air  to  health  and  heating. 

(2)  Changes  caused  by : 

(a)  Too  high  temperature. 

(b)  Fires. 

(c)  Lights.     Gas  vs.  Electricity. 

(d)  Odors  from  body  and  environment. 

(3)  Dry  air.  ,      , 

(a)  Need  of  moisture, 

(b)  How  moistened. 

(1)  In  public  buildings. 

(2)  In  the  home. 

(c)  Dust:  dangers  of. 

(1)  Ways  of  decreasing  in  school  and  home. 

(2)  Show  that  there  is  living  and  lifeless  dust, 

and   that   living   dust   consists   of   micro- 
scopic animals  and  plants  (germs). 


no  COURSE  OF  STUDY 

(3)  Compare  bacteria  (plants)  with  other  plants 

and  show  that  the  majority  are  helpful, 
— only  a  few  causing  disease  (tuberculo- 
sis, diphtheria,  typhoid). 

(4)  Emphasize    fresh   air,    sunlight,   sleep   and 

food     as     safeguards     against     harmful 
germs. 
(5) Dusty  occupations.  Kinds  of  dust. 

IV.  Excretion. 

1.  Meaning  (refer  to  work  of  skin  and  lungs). 

2.  Organs. 

(a)  Skin. 

(b)  Lungs. 

(c)  Location  and  function  of  the  kidneys  and  bladder, 

3.  Hygiene. 

(a)  Importance  of  the  work  of  the  kidneys,  and  its   relation  to 

skin  activity. 

(b)  Value  of  water. 

(c)  Value  of  exercise. 

V.  Nervous  System. 

1.  Organs,  general  location. 

(a)  Structure: 

Emphasize  the  soft  delicate  character  of 'nerve  tissue,  and 
need  of  careful  protection. 

(b)  Function  of  brain,  spinal  cord,  and  nerves. 

(c)  Education  of  the  brain,  spinal  cord  and  nerves. 

(1)  Book  work. 

(2)  Hand  work. 

(3)  Physical  training. 

2,  Hygiene. 

(a)  Effect  of  warm  feet  and  warm  bath  on  sleep. 

(b)  Value  of  work,  rest  and  recreation. 

(c)  Indications  of  and  remedies  for  fatigue. 

(d)  Effect  of  emotions. 

(e)  The  formation  of  a  habit  and  its  usefulness. 

VI.  Physiological  Effects  of  Exercise  On: 

1.  Muscles. 

2.  Bone. 

3.  Respiration. 

4.  Circulation. 

(a)  Blood.  ,,,. 

,  ,.,;       (b)   Lymph. 
,  5.  Digestion. 
6.  Absorption. 


HYGIENE  111 

7.  Excretions. 

8.  Nervous  system. 

9.  Physiology  of  exercise.     Danger  of  certain  games. 
VII.  Alcohol  and  Tobacco. 

Effect  on  the  vital  processes,  nervous  systems,  mind  and  character. 

EIGHTH  GRADE. 

The  topic  in  this  grade  should  be  related  to  current  events,  should  be 
illustrated  by  pamphlets  obtained  from  various  sources  (see  reference  list) 
and  by  lantern,  whenever  possible. 

r.  First  Aid. 

1.  Fainting. 

2.  Fractures  and  sprains. 

3.  Hemorrhages. 

4.  Poisons. 

II.  Review  of  Personal,  Home  and  Public  Hygiene. 

1.  Show  the  necessity  for  government  action. 

(a)  Relation  of  the  individual  to  the  home,  to  the  school,  and  to 

the  community. 

(b)  Dependence  of  the  general  welfare  of  society  upon  the  indi- 

vidual. 

(c)  Duty  of  the  government  to  promote  the  general  welfare. 

2.  Show   that  certain   laws  pertaining  to  the  public  health   should  be 

national  in  scope,  e.  g.,  pure  food  laws. 

3.  Show  that  certain  laws  pertaining  to  the  public  health  should  be 

made  by  the  state,  e.  g.,  infectious  diseases  of  domestic  animals. 

4.  Show   that  certain  laws   pertaining   to  the   public  health  should  be 

made  by  the  city,  e.  g.,  building  laws. 

III.  Study  of  some  Public  Health  Problems: 
1.  Food  supply. 

(a)  Reasons  for  protection.  ! 

(1)  Adulteration:  meaning  and  result. 

(2)  Careless  handling. 

(3)  Flies. 

(b)  Inspection  by  U.  S.  Government. 

(1)  Of  milk. 

(a)  Importance. 

(b)  Modern    requirements    for    the    dairy    and    for 

handling. 

(c)  Results :    on    milk    man,    consumer,    and    general 

good  health. 

(2)  Of  meat. 

(a)  Importance. 

(b)  Extent,  animals,  slaughter-houses,  markets. 

(c)  Result. 


112  COURSE  OF  STUDY 

(3)  Of  fish:  extent. 

(4)  Of  bakeries:  sanitation. 

(5)  Study    of    local    Health    Ordinances^    relating    to    food 

inspection. 

2.  Water  Supply. 

(a)  In  the  city. 

(1)  Source. 

(2)  Pollution  :  danger  and  means  of  protection. 

(a)  Present  chemical  treatment. 

(b)  New  filtration  plant. 

(b)  In  the  country.  ^ 

(1)  Springs:  dangers. 

(2)  Wells:  kinds;   safest  type  and  why. 

IV.  Impure  Air. 

Board  of  Health  Regulations. 

1.  Ventilation  and  plumbing. 

2.  Sewerage. 

3.  Garbage  and  waste.    Flies. 

4.  Stabling  and  housing  of  animals.     Flies. 

V.  Dangerous  and  Offensive  Employments. 

1.  Characteristics. 

2.  Study  some  typical  industry  of  Minnesota,  of  Minneapolis  (flour). 

3.  Methods  of  prevention. 

VI.  Infectious  Diseases. 

1.  Ways  of  infection. 

(a)  Flies. 

(b)  The  reason  for  antiseptic  treatment  of  cuts. 

(c)  The  reason  for  nose  breathing. 

(d)  Cleanliness  of  hands  in  cooking  and  eating. 

2.  Means  of  protection. 

Health  reports,  isolation. 

3.  Show  by   statistics   the   relation   of   the    individual,    the    home,    the 

school,  and  the  public  to  the  transmission  of  infectious  diseases. 

VII.  Special  School  Hygiene. 

1.  Physical  Training. 

(a)  Meaning. 

(b)  Need. 

(c)  Forms. 

(1)  Gymnastics  :  Hygienic  aims. 

(2)  Play :   Minneapolis  provisions  for  play. 

(a)  Need  of  local  play  fields. 

(b)  Value  of  play  and  athletics. 


HYGIENE  113 

2.  The  feet :  structure. 

(a)  Bones  and  ligaments. 

(b)  Arches :  position  and  means  of  preservation. 

(1)  Gymnastic  exercises. 

(2)  Shoes.  . 

3.  The  spine. 

(a)  Structure. 

(b)  Lateral  curvature. 

(1)  Causes. 

(2)  Treatment. 

4.  Concentration.    Importance  of  cultivating  the  habit. 

VIII.  Drugs. 

1.  Meaning. 

2.  Use :  temporary  only  and  under  a  physician's  direction.     . 

3.  Types. 

(a)  Narcotics  :  effects  of 

(1)  Opium,  morphine,  paregoric,  soothing  syrups. 

(2)  Cocaine.     Soda  fountains. 

(3)  Tobacco. 

(b)  Alcohol. 

(1)  Properties. 

(2)  Value  in  arts  and  industries. 

(3)  Effect  of  alcoholic  beverages. 

(a)  Upon  power  of  body  to  resist  disease. 

(b)  Upon  success  in  the  industrial  v^orld. 

(c)  Upon  poverty,  crime  and  taxation. 

(c)  Patent  medicines. 

(d)  Food  adulterations.  Jf 

IX.  Tuberculosis. 

1.  Causes. 

(a)  Lack  of  outdoor  air.    Dusty  occupations. 

(b)  Poor  and  insufficient  food. 

(c)  Crowding. 

(d)  Spitting.     Dust. 

2.  Treatment. 

(a)  Outdoor  life. 

(b)  Plenty  of  good  food. 

(c)  Tenement  house  laws. 

(d)  Segregation. 

3.  What  is  the  city  and  state  doing  to  remedy  this  evil  and  what  addi- 

tional steps  should  they  take? 


114  COURSE  OF  STUDY 

REFERENCES. 
General  Reference  Books. 

Conn's  "Introductory  Physiology." 

Krohn's  "Graded  Lessons  in  Physiology  and  Hygiene." 

Krohn's  "Primer  of  Hygiene." 

"New  Century  Primer  of  Hygiene." 

"Prompt  Aid  to  the  Injured,"  A.  H.  Doty,  M.  D. 

Gulick  Scries. 

Ritchie's  "Primer  of  Sanitation." 

Ritchie-Caldwell  "Primer  of  Hygiene." 

Ritchie's  "Primer  of  Physiology." 

Davidson's  "Human  Body  and  Health," 

Special  Reference  Pamphlets. 

MOUTH    AND  TEETH. 

Published  by  the  Dental  Hygiene  Council,  120  Boylston  St.,  Boston, 
"How  to  Care  for  the  Mouth  and  Teeth  and  Why." 
"Infectious  Diseases  of  the  Mouth." 

"The  Importance  of  Oral  and  Dental  Conditions  in  Tuberculosis." 
"The  Teeth  of  Public  School  Children,  How  Can  They  Be  Improved?" 

FOOD,  MILK,  ETC. 

United  States  Department  of  Agriculture,  "Farmers'  Bulletins." 

No.    63.     "Care  of  Milk  on  the  Farm." 

No.  249.     "Cereal  Breakfast  Foods." 

No.  375.    "Care  of  Food  in  the  Home." 

No.  391.     "Economical  Use  of  Meat  in  the  Home." 

No.  413.     "Care  of  Milk  and  Its  Use  in  the  Home." 
Health-Education  League  Pamphlets,  113  Devonshire  St.,  Rm.  66,  Boston. 

No.  2.     "Milk. 

No.  4.     "Meat  and  Drink." 

DRUGS. 

United  States  Department  of  Agriculture,  "Farmers'  Bulletins." 

No.  377.     "Harmfulness  of  Headache  Mixtures." 

No.  393.     "Habit  Forming  Agents." 
Health-Education   League. 

No.  11.    "Tonics  and  Stimulants." 

TUBERCULOSIS. 

"War  upon  Consumption,"  published  by  the  Boston  Association  for  Relief 

and  Control  of  Tuberculosis. 
"Prevention    and    Spread    of    Tuberculosis,"   by    Massachusetts    Board    of 

Health. 
"Tuberculosis  and  Its  Prevention,"  "School  Hygiene  in  Massachusetts,"  by 

Massachusetts  Board  of  Education. 


HYGIENE  115 

No.  18.     "Tuberculosis,"  published  by  Health-Education  League. 

The  Annual  Reports  of  the  Associated  Committees  of  Massachusetts  Medi- 
cal Society  for  the  Prevention  and  Control  of  Tuberculosis.  John  B. 
Hawes,  Corresponding  Secretary. 

"The  Importance  of  Oral  and  Dental  Conditions  in  Tuberculosis,"  by  Dental 
Hygiene  Council. 

GENERAL  HYGIENE. 

Health-Education    League    Pamphlets,    120    Boylston    St.,    Boston. 

Colds  and  Their  Prevention. 

Hints  for  Health  in  Hot  Weather. 

The  Boy  and  the  Cigarettes. 

The  Plague  of  Mosquitoes  and  Flies. 

Healthful  Homes. 

Microbes,  Good  and  Bad. 

Wastes  and  Their  Disposal. 

The  Care  of  Little  Children. 

Habits  of  Health. 

The  Successful  Woman. 

The  Efficient  Worker. 

Emergencies. 

Health  in  Labor  Camps. 

When  to  Call  the  Physician. 

Typhoid  Fever. 

Industrial  Hygiene. 
United  States   Department   of   Agriculture   "Farmers'    Bulletin." 
No.  155.    How  Insects  Aflfect  Health  in  Rural  Communities. 
"School  Hygiene  in  Masachusetts,"  Massachusetts  Board  of  Education. 
"Status  of  School  Hygiene,"  Report  No.  101  of  the  Russell  Sage  Founda- 
tion. 
"Directions  for  Keeping  the  Bowels  Regular,"  by  Boston  City  Hospital. 

BULLETINS. 

"Public  Statutes  of  Massachusetts  relating  to  Plumbing  and  Gasfitting." 
"Laws  and  Ordinances  Relating  to  Tenement  and  Lodging  Houses." 
Circulars  m  Regard  to  Health  Problems — Boston  Board  of  Health. 
Yearly  Reports — Boston  Board  of  Health. 
Yearly  Reports — Minnesota  State  Board  of  Health. 
Minneapolis  Health  Ordinances. 

"Work  of  Inspectors  of  Health,"  Nov.  1,  1907,  to  Nov.  1,  1908,  Massachu- 
setts State  Board  of  Health. 
"Death  in  School  Drinking  Cups." 

Monthly  Reports — Massachusetts  State  Board  of  Health. 
"National  Vitality,  Its  Wastes  and  Conservation" — Prof.  Irving  Fisher. 


No. 

3. 

No. 

1. 

No. 

7. 

No. 

9. 

No. 

5. 

No. 

13. 

No. 

21. 

No. 

8. 

No. 

20. 

No. 

6. 

No. 

15. 

No. 

12. 

No. 

17. 

No. 

19. 

No. 

22. 

No. 

24. 

116  COURSE  OF  STUDY 


DRAWING    AND    HANDWORK 

The  aim  of  this  course  in  drawing  and  handwork  is  to  cuUivate  in  the 
child  an  appreciation  of  beauty  as  found  in  nature  and  art.  The  studies  in 
landscape  and  flowers  are  to  be  records  of  the  child's  observation.  The 
designs  made  help  him  to  understand  the  necessity  of  simplicity  and 
accuracy.  The  development  of  the  design  in  the  constructed  article  teaches 
fitness  to  material  and  manual  dexterity. 

In  the  primary  grades  much  emphasis  is  placed  upon  the  freedom  of 
expression  in  story  illustration,  and  sense  training  in  the  seeing  lessons. 
In  the  upper  grades  there  is  more  stress  placed  upon  formal  work — per- 
spective, lettering  and  design.  We  try  to  introduce  the  principles  of  good 
composition  in  the  very  lowest  grade. 

The  materials  used  are  water  color,  charcoal,  pencil,  colored  crayon  and 
paper  of  different  kinds  and  color. 

The  industrial  work  of  the  grades  consists  of  cardboard  construction  and 
clay-modeling. 

The  many  special  days  throughout  the  year  call  for  appropriate  observ- 
ance in  the  making  of  programs  and  gifts.  The  drawing  time  and  material 
are  used  for  these  things  and  a  direct  application  of  the  lessons  made. 

Detailed  directions  for  the  work  of  each  grade  are  issued  to  the  teachers 
in  printed  outlines,  and  instructions  given  to  the  teachers  at  the  grade 
meetings. 

FIRST  GRADE. 
Mediums:     Pencil  and  colored  crayon. 

1.  Imaginative  drawing  to  illustrate  stories  and  gaiiies. 

2.  Paper-cutting  for  form-study  and  story-telling. 

3.  Paper-folding  of  boxes,  etc. 

4.  Blackboard  drawing. 

5.  Design :  cutting  of  single  and  connected  units. 

6.  Picture  study. 

SECOND   GRADE. 
Mediums :    Pencil,  colored  crayon  and  zvater  color. 

1.  Landscape  and  nature  study. 

2.  Story-illustration  in  drawing  and  paper-cutting. 

3.  Design :    cutting   and   stenciling  single   and   connected   units ; 

applied  to  booklets,  etc. 

4.  Clay-modeling  of  nuts  and  fruits. 

5.  Paper-folding. 

6.  Picture  study. 

THIRD  GRADE. 

1.  Story-illustration  and  paper-cutting. 

2.  Landscape  :  nature  and  tree-study. 


DRAWING  AND  HANDWORK  117 

3.  Clay-modeling  of  animal. 

4.  Cardboard  construction. 

5.  Hammocks. 

6.  Design :  surface  pattern  for  folio. 

7.  Picture  study. 

FOURTH  GRADE. 

1.  Illustration  of  games. 

2.  Landscape,  nature  and  tree-study.  * 

3.  Drawing  from  life. 

4.  Clay-modeling  of  tile  in  low  relief. 

5.  Cardboard  construction. 

6.  Printing  of  alphabet. 

7.  Design :  decoration  of  articles  constructed. 

8.  Picture  study. 

FIFTH  GRADE. 

1.  Landscape  and  nature  study. 

2.  Drawing  from  life. 

3.  Clay-modeling  of  tile  with  incised  design. 

4.  Cardboard  construction. 

5.  Printing  of  alphabet  and  words. 

6.  Perspective  of  cylinder. 

7.  Object  drawing. 

8.  Design :  decoration  of  articles  constructed. 

9.  Picture  study. 

SIXTH   GRADE. 

1.  Nature  study:  composition. 

2.  Pencil  landscape. 

3.  Drawing  from  life. 

4.  Perspective  of  cube,  a  building. 

5.  Object  drawing. 

6.  Printing  and  combining  words. 

7.  Cardboard  construction. 

8.  Clay-modeling  of  vase  forms. 

9.  Design :  decoration  of  articles  constructed. 
10.  Picture  study. 

SEVENTH  GRADE. 

1.  Nature  study:  composition,  pencil  and  water  color. 

2.  Color  exercises — complementary  and  greyed   color. 

3.  Formal  landscape  in  greyed  color. 

4.  Perspective  of  books. 

5.  Object  drawing. 

6.  Life  drawing. 

7.  Design  :  units  from  nature  applied  as  border  to  folio. 

8.  Printing. 

9.  Picture  study. 


118  COURSE  OF  STUDY 

EIGHTH   GRADE. 

1.  Nature  study :  decorative  panels. 

2.  Design:  units  from  nature. 

3.  Making  of  border,  corner  and  surface  pattern. 

4.  Making  of  portfolio. 

5.  Place  cards. 

6.  Perspective  of  tables,  interior  of  room,  etc. 

7.  Ol^ect  drawing. 

8.  Life  drawing. 

9.  Printing  of  sentence. 
10.  Picture  study. 


DOMESTIC  ART  119 


DOMESTIC   ART 

I.  General  Aim: 

To  train  the  aesthetic  taste,  to  broaden  the  outlook  on  life,  to  give 
the  pupils  the  technical  ability  to  apply  the  various  processes  taught 
to  some  practical  end  in  order  to  intensify  appreciation  of  home  life. 

SIXTH  GRADE. 

Cookery  Outfit.       Hand  Sewing. 
Purposes  : 

1.  Position  of  body,  tools,  work. 

2.  Neatness  and  accuracy  of  workmanship. 

3.  Care  of  materials  and  tools ;  their  history  and  evolution. 

4.  Cost  and  kinds  of  materials  used. 

5.  Economy  in  buying  and  cutting. 

6B. 

Problems  : 

1.  Towel : 

Cutting  evenly,  turning  hems,  basting,  French  hemming,  attach- 
ing tape,  initial  letter  in  outline  stitch. 

2.  Holder: 

Cutting,  interlining,  basting,  catstitch,  overhanding,  attaching 
tape. 

3.  Doily: 

Applied  design  in  outline  stitch,  blanket  stitch. 

6A. 
Problems  : 

1.  Cap: 

Cutting  circles,  hemming,  basting  on  and  hemming  of  bias  fold, 
inserting  elastic. 

2.  Cuff: 

Measuring,  cutting,  running  and  backstitching  French  seam,  turn- 
ing hem,  hemming,  inserting  elastic. 

3.  Pincushion  Cover: 

Applied  design  in  outline  and  ornamental  darn,  blanket  stitch. 

4.  Textile  Chart : 

Cotton,  its  growth  and  manufacture,  comparison  of  various  cot- 
ton fabrics,  making  charts  showing  as  many  varieties  as  possible, 
with  widths  and  price's. 


120  COURSE  OF  STUDY 

SEVENTH  GRADE. 

Hand  and  Machine  Sewing. 
Purposes  : 

1.  Position  of  body,  tools,  work. 

2.  Neatness  and  accuracy  of  workmanship. 

3.  Care  of  materials  and  tools. 

4.  Cost  and  kind  of  materials  used  ;  processes  of  manufacture. 

5.  Economy  in  buying  and  cutting. 

6.  Helpfulness  and  neatness  in  the  home. 

7.  Care  of  clothing. 

8.  Hospitality;  doing  for  others  outside  the  home. 

7B. 

Use  and  Care  of  Sewing  Machine  and  Attachments. 
Problems  : 

1.  Laundry  Bag. 

Hand  and  Machine  Sewing.     Applied  design  in  chain  stitch. 

2.  Waist  Cover  or  Combing  Jacket. 

Cutting,  hemming,  cutting  bias  fold,  back  stitching  and  hemming 
on  bias  fold,  feather  stitching. 

3.  Darning. 

Stockinet  darning  on  trial  piece,  apply  to  stockings  brought  from 
home. 

7A. 
Problems  : 

1.  Sewing  Apron. 

Measuring,    cutting,    basting,    hemming,    gathering,    putting    on 
band,  applied  design  in  cross-stitch. 

2.  Buttonhole  and  sewing  on  button. 

Placing,   cutting,   stranding,   overcasting,   buttonholing,    fan   and 
bar  endings,  sewing  on  button.    Apply  to  apron. 

3.  Guest  Towel. 

Hemstitching,  applied  design   in  ornamental   darning  stitch. 

4.  Mending. 

Hemmed  patch  on  trial  i)iece.  applied  to  garment  or  house  linen 
brought  from  home. 

5.  Textile  Study. 

Flax,  its  cultivation  and  manufacture. 

Modern    processes   of   manufacture   compared   with   methods   in 

earlier  times. 


DOMESTIC  ART  121 

EIGHTH  GRADE. 

Simple  Garment  Making.    Hand  and  Machine  Sewing. 
Purposes  : 

1.  Neatness  in  dress. 

2.  Choice  of  style  and  color. 

3.  Economy  in  buying  and  cutting. 

4.  Estimate  of  the  cost  of  a  garment  or  of  a  winter  wardrobe. 

5.  Mending  and  repair  of  garments. 

6.  Simple  Embroidery. 

8B. 
Problems  : 

1.  Corset  Cover. 

Adaptation  of  commercial  pattern. 

2.  Drawers. 

Or  in  place  of  these  a  combination  suit  may  be  made. 

3.  Dutch  Collar. 

Christmas  work. 

Design  in  applique  of  contrasting  color,  and  simple  embroidery 

stitch. 

8A. 
Problems  : 

1.  Kimona  Nightgown. 

2.  Petticoat,  simple  tucked  ruffle. 

3.  Jabot,  Christmas  work. 

4.  Textile  study : 

Wool — its  cultivation  and  processes  of  manufacture  from  early 

times  to  present  factory  methods. 

Discussion  of  factory  methods,  their  use  and  abuse. 

Duties  on  imported  goods.    Tariff  reform. 


122  COURSE  OF  STUDY 

DOMESTIC  SCIENCE 

I.  General  Aim: 

1.  To  gain  a  knowledge  of  the  human  body  and  its  needs  to  attain  its 
highest  development. 

2.  To  apply  this  knowledge  to  the  right  selection  of  the  essentials  to 
life. 

3.  To  give  a  thorough  study  of  foods  as  the  source  of  human  energy; 
to  give  especial  attention  to  the  proper  preparation  and  combination  of 
food  materials;  to  discuss,  as  each  new  food  material  is  used,  the  history 
of  its  production,  its  use,  its  food  value  and  its  market  value ;  to  note  the 
chemical  and  physical  changes  caused  by  cooking  and  the  relation  of  such 
changes  to  the  processes  of  digestion  and  nutrition. 

4.  To  establish  a  simpler  standard  of  living  and  to  teach  that  economy 
means  care,  watchfulness  and  forethought. 

SEVENTH  GRADE. 
7B. 

I.  Introductory. 

Kitchen. 

(a)  Selection,  arrangement  and  care  of  the  kitchen  and  its  equip- 

ment. 

(b)  Necessity  of  cleanliness — of  person,  of  utensils,  etc. 

(c)  Study  of  germ  life.    Disinfectants, — natural  and  artificial.    Re- 

moval of  dirt:    Visible — dust,  etc.;  invisible — germs,  etc. 
Practice. 

(1)  Sweeping;    object,    method,    order,    collection,    care    of 

sweeping  utensils. 

(2)  Dusting;  object,  method,  order,  care  of  dust  cloths,  etc. 

(3)  Washing  of  tea  towels,   dish  cloths,  etc. 

(4)  Washing  of  dishes,  utensils. 

(5)  Scrubbing  of  tables,  cleaning  of  refrigerators,  etc. 

(6)  Rules  for  measuring  and  combining  food  materials. 

II.  Relations  of  the  three  essentials  to  life— Air;  Water;  Food. 
1.  Water: 

(a)  Sources. 

(b)  Dangers  of  impure  water. 

(c)  Its  use  in  the  body: 

Quench  thirst,  aid  digestion,  thin  blood,  regulate  tempera- 
ture, assist  circulation,  stimulate  nervous  system,  carry  off 
waste  matter. 

(d)  Its  use  without  the  body. 

Practice : 

(1)   Relation  to  cookery — temperatures — boiling,   simmer- 
ing, hot,  etc.     A  study  of  foods  containing  a  large 


DOMESTIC  SCIENCE  123 

amount  of  water  and  their  preparation ;  ex.,  vege- 
tables and  fruit, 
(2)   Relation  to  chemistry  of  cleaning — special  attention 
to  cleaning  materials  and  methods  employed. 

2.  Air  ;  composition  : 

(a)  In  its  relation  to  life — pure  and  impure. 

(b)  In  its  relation  to  fire — slow    for   warmth,   rapid   for   cooking 

purposes.     Experiments   with   a   candle,   showing  air   in   its 
relation  to  fire. 

How  heat  is  produced.    What  is  meant  by  combustion. 

Things  necessary  in  making  a  fire. 

Necessary  parts  of  a  stove  and  range. 

Making  and  care  of  a  fire. 

How  to  build  a  fire.    How  to  regulate  a  fire. 

Care  of  a  stove. 

A  study  of  fuels  used. 

(c)  In   its    relation    to   cookery — air    introduced   into   batters   and 

doughs — its  effect — expansion  of  air  by  heat. 
Practice : 

(1)  Combinations    mostly  jeft-overs ;    illustrating    princi- 

ples taught. 

(2)  Preparation  and  serving  of  a  luncheon  prepared  from 

left-overs, 

3.  Food: 

(a)  Definition.     Elements  found  in  food. 

(b)  Functions — growth,  waste,  repair. 

(c)  Digestion. 

(d)  Classification : 

Organic :     Proteids,  carbohydrates,  fats  and  oils. 
Inorganic:     Mineral   matter,  water. 

7A. 
I.  Carbohydrates:     1.    Starches;  2.  Sugar. 

Chief  office — to  give  energ>^  and  maintain  heat.     Called  *Tuel  Foods." 

1.  Starch  ;   definition,  source,  composition,  food  value,  digestion. 

Practice : 

Experiments :     Effect  of  cold  water  on  starch  ;  effect  of  boiling 
water  on  starch ;  iodine  test, 

2,  Starch  Foods  ;  a  study  of  the  history,  composition,  food  value,  di- 

gestibility, cost,   special  preparation  and  serving  of  foods  con 
taining  starch. 
Practice.     Special   directions  for  preparing: 

(a)  Potatoes. 

(b)  Breakfast  foods  (cereals). 

(c)  Rice. 

(d)  Flour. 

(e)  Flour  mixtures: 


124  COURSE  OF  STUDY 

(1)  Kinds: 

(a)  Batters  :     Pour,  drop,  thick. 

(b)  Doughs    :     Soft,   stifif. 

(c)  Sponges. 

(2)  Leavens  used : 

(a)  Air. 

(b)  Steam. 

(c)  Gas : 

(1)  Baking  powder:  Cream  of  tartar,  phos- 

phate,  or  alum  plus    soda    and    starch. 

(2)  Sour  milk  and  soda. 

(3)  Molasses  and  soda. 

(d)  Yeast  fermentation:    Alcoholic,  acetic. 

3.  Sugar:  Definition,  source,  composition,  food  values,  digestion,  prep- 

aration. 
Practice : 

Candy  making. 

4.  General  Review  : 

Practice    Test — Combinations   illustrating   each   principle   taught. 
Serving  of  a  breakfast. 


EIGHTH  GRADE. 

8B. 

II.  Proteids — Source,  composition,  food  value,  digestion. 

Chief  office  to  build  and  repair  tissues,  called  'Tissue-building  Foods.'' 
Practice : 

1.  Eggs: 

Composition,  food  value,  digestibility,  cookery,  preservation  and 
tests  for  freshness.  Experiments  showing  the  effect  of  cold 
water,  hot  water  and  boiling  water  on  albumen. 

2.  Milk  and  Its  Products : 

History,  composition,  food  value,  buying  milk,  dangers  of  cheap 
milk,  care  of  milk,  sterilization,  pasteurization,  cleanliness  of 
utensils,  etc.  How  egg  and  milk  mixtures  should  be  cooked. 
Making  of  cottage  cheese,  food  value  of  cheese  dishes,  sour- 
ing of  milk,  making  butter.  Frozen  cream  mixtures.  Chemis- 
try of  freezing;  ice  and  salt;  proportion,  making  ready,  freez- 
ing, packing. 

3.  Meat: 

Kinds,  structure,  composition,  selection,  cuts,  food  value,  digestion, 
cost,  cookery.  Methods  to  retain  juices,  to  extract,  and  com- 
bination of  the  two. 


DOMESTIC  SCIENCE  125 

Special  directions  for  preparing — 

(a)  Tough   meat:      Soup   making,   stewing,   braising,    Hamburg 

steak,  beef  loaf. 

(b)  Tender  meat:     Broiling,  pan  broiling,  roasting. 

(c)  Left-overs:     Croquettes,  hash,  creamed  on  toast,  hot  and 

cold  sandwiches. 

4.  Fish: 

Composition,    nutritive    value,    digestion,    classification,    selection, 

preparation. 
Special  directions  for — 

(a)  Boning. 

(b)  Boiling. 

(c)  Broiling. 

(d)  Baking. 

(e)  Frying. 

(f)  Shell  fish — preparations. 

5.  Gelatine  (Proteid  Sparer)  : 

Source,  nutritive  value,  digestion.     General  directions  for  cooking, 

III.  Fats  and  Oils — Sources,  composition,  food  value,  digestion,  how 

fat  is  digested,  why  fried  food  is   difficult  of  digestion,  distinc- 
tion between  fats  and  oils. 

Practice : 

Cooking  in  fat.  rules  for  frying,  how  to  try  out  fat,  to  clarify,  rules 
for  testing.  Ex. —  (1)  butter,  (2)  olive  oil,  (3)  bacon,  etc. 
Practice  Test: 

Serving  of  a  simple  dinner.  ' 

8A. 

IV.  Acid  and  Salt  Supplying  Foods — Source  and  nutritive  value  con- 

sidered. 
Practice : 

1.  Fruits : 

Food  value  and  uses;  antiseptic  properties,  etc.;  dried  fruits;  can- 
ning and  preserving;  jelly  making;  relation  of  bacteria  to  fer- 
mentation. 

2.  Vegetables : 

Review  of  first  term's  work ;  green  vegetables  and  fruits  in  com- 
binations for  salads ;  food  value  and  special  directions  for 
salad  making. 

V.  A  Study  of  the  Digestive  Organs  and  fluids  and  their  action  on  the 

different  foods;  digestion,  absorption,  assimilation,  and  elimina- 
tion. 


126  COURSE  OF  STUDY 

VI.  Beverages:     Stimulants  and  nutrients  considered,  history,  compo- 

sition and  preparation. 

1.  Coffee. 

2.  Tea. 

3.  Chocolate  and  cocoa. 

VII.  Invalid  Cookery;  right  selection  and  combination;  preparing  the 

tray  and  serving. 
Practice : 

Liquid  diet,  semi-solid  diet,  full  diet.     Examples  of  each. 
General  directions. 

VIII.  Table  Service. 

1.  Duties  of  host,  hostess,  guest  and  waitress. 

2.  Rules  for  setting  the  table  for  breakfast,  luncheon  and  dinner. 

3.  Rules  for  the  care  of  silverware,  china,  table  linen,  etc. 
Practice  Tests : 

Preparing  and  serving  of  breakfasts,  luncheons  and  dinners  within 
a  given  sum. 

Classes  divided  into  groups  of  six,  each  group  planning  and  serv- 
ing a  meal,  the  nutritive  value,  digestibility,  complementary 
qualities  and  cost  considered. 


MANUAL  TRAINING  127 

MANUAL   TRAINING 

General  Aim  :     To  promote  honesty,  industry  and  health,  to  cultivate  self- 
reliance,   to  develop  general   efficiency  and  skill  and   to  help  the  boy 
to  discover  the  place  for  which  he  is  best  adapted  in  the  vocational 
world. 
I.  Mechanical  Drawing  Course: 

Time — one  hour  per  week  through  the  Seventh  and  Eighth  Grades. 
Content : 

1.  Working  vs.  perspective  drawings.     Note  book  1.     Fig.  1. 

2.  Instruments — names    of,    construction,    how    used.      Note    book    2. 

Fig.  2. 

3.  Conventions — scale,  how  employed;  various  lines  and  their  meaning; 

broken    views ;    sections.      Note    book    3,      Fig.    3,    Fig.    4,    and 
Fig.  5. 

4.  Laying  out  of  sheet — paper,   how  placed  on   board ;   cutting  lines ; 

border  lines ;   placing  of  title,   scale,  name  of   school,    name  of 
owner.     Note  book  4.     Fig.  6. 

5.  Introductory  Sheet — straight  lines,  angles,  letters  and  figures.     Note 

book,  Plate  A. 

6.  Drawing  Problems. 

GRADE  7B.     Twelve  plates  required. 
Group  I.    Plates  1,  2,  and  3  required.     Relation  of  views ;  invisible  edges ; 
circles. 
Plate  1.     Rectangular  Block. 

Three  views — full  size. 
Plate  2.     Hollow  Rectangular  Block, 

Three  views — full  size. 
Plate  3.a.  Solid  Cylindrical  Block. 

b.  Hollow  Cylindrical  Block. 
Two  views — full  size. 
Group  II.     Plates  4  and  5  required.    Dimensioning  circles  and  arcs  of  cir- 
cles ;  scale.  - 
Plate  4.     Hat  and  Coat  Rack. 

Two  views — scale  J/2"  equals  1". 
Supply  omissions. 
Plate  5.     Meat  Cutting  Board. 

Two  views — scale  ^"  equals  1". 
Supply  omissions. 
Plate  6.     Any    problem    reviewing   principles    already    taught.      (For 
rapid  workers.) 
Group  III.     Plates  7,  8,  and  9  required.     Dimensioning  chamfers;  assem- 
bling parts. 
Plate  7.     Bench  Hook. 

Two  views — scale  ^"  equals  1". 
Supply  omissions. 


128  COURSE  OF  STUDY 

Plate  8.     Match  Box  Holder. 

Two  views — full  size. 

Supply  omissions. 
Plate  9.     Floor  Broom  Holder. 

Two  views — scale  ^"  equals  \". 

Supply  omissions. 
Plate  10.  Any  problem   reviewing  principles  previously  taught.      (For 

rapid  workers.) 
Group  IV.     Plates   11,   12,  and   13   required.     Two  views  given   three   re- 
quired. 
Plate  11.  Nail  Box. 

Three  views — full  size. 

Supply  end  view.     Does  this  view  reveal  any  facts  of  con- 
struction not  found  in  the  top  and  front  views? 
Plate  12.  Serving  Tray. 

Three  views — scale  %"  equals  1". 

Draw  a  section  through  AB.     Is  the  end  view  necessary  to 

complete  the  working  drawing?     What  facts  are  shown  here 

that  can  not  be  shown  on  the  other  two  views?     Of  what 

use  is  the  section  through  AB  ? 
Plate  13.  Handkerchief  Box,     Hinged  Cover. 

Three  views — scale  Y%"  equals  1". 

Supply  end  view  and  any  facts  omitted   from  the  top  and 

front  views. 
Plate  14.  Letter  Box  or  any  problem  that  will  serve  as  a   review  of 

what  has  gone  before  (for  rapid  workers). 
GRADE   7A.     Ten  plates   required. 
Group  V.     Five  plates  required.     Rapid  workers  may  draw  other  plates  in 
this  group. 

When  is  a  straight  line  tangent  to  a  circle? 
When  is  a  circle  tangent  to  another  circle? 
Plate  15.  Bread-Cutting  Board. 

Two  views — scale  ^"  equals  1". 
Plate  16.  Pen  Tray. 

Two  views  and  a  section — scale  ^"  equals  1". 
Plate  17.  Crank. 

Two  views — scale,  full  size. 

Complete  the  front  view. 
Plate  18.  Sleeve  Board. 

Two  views — scale  y%"  equals  1". 
Plate  19.  Link. 

Three  Views — scale,  full  size. 

Top  view  required. 


MANUAL  TRAINING      '  129 

Plate  20.  Gland. 

Two  views  and  section — scale,  full  size. 
Side  view  required. 
Plate  21.  Whisk  Broom  Holder. 

Three  views — scale  ^"  equals  1". 
Group  VL     Five  plates  required.    Give  special  attention  to  methods  of  lay- 
ing out  patterns. 
Plate  22.  Shelf. 

Two  views — scale  Yz"  equals  1". 
Supply  omissions. 
Plate  23.  Wall  Bracket. 

Two  views  and  detail  of  shelf  corner — scale,  J^"  equals  1". 
Supply  omissions. 
Plate  24.  Coat  Hanger. 

Broken  view  and  section — scale  %"  equals  1". 
Curves  to  be  drawn  freehand. 
Plate  25.  Two  or  more  designs  for  top  of  Glove  or  Handkerchief  Box. 
Plate  26.  Two  or  more  designs  for  end  of  Book  Rack. 
Plate  27.  Supplementary    problems    involving    similar    principles    (for 
rapid  workers). 

GRADE  8B.     Ten  plates   required. 
Group  VII.  Plates  28  A  and  B,  29  A  and  B,  30  A  and  B  required. 
Principles  of  joinery;  detail  drawings. 
Plate  28A.  Foot  Stool.     Blind  mortise  and  tenon  joint. 

Three  views — scale  %"  equals  1". 
Plate  28B.  Details  of  Foot  Stool. 
Plate  29A.  Book  Rack.    Keyed  mortise  and  tenon  joint. 

Three  views — scale  %"  equals  1". 
Plate  29B.  Details  of  Book  Rack. 
Plate  30A.  Wall  Shelves. 

Front    and    end    views    fully    dimensioned.      Front    view 
broken — scale  ^"  equals  1". 
Plate  30B.  Draw  a  plate  of  details  showing  each  part  of  30A. 
Plate  31.      Supplementary    problems     similar    to     above     (for     rapid 
workers). 

Group  VIII.  Four  plates  required. 
Plate  32.  Geometric  Problems. 

(a)  To  bisect  a  straight  line  or  an  arc  of  a  circle. 

(b)  To  bisect  a  given  angle. 

(c)  To   erect   a   perpendicular   at   the   center  of   a   given 
straight  line. 

(d)  To   erect  a   perpendicular  at   or   near  the   end   of  a 
straight  line. 

Plate  ZZ.  Geometric  Problems. 

(a)  To  construct  a  square  on  a  given  straight  line. 

(b)  To  construct  an  octagon  on  a  given  square. 


130  COURSE  OF  STUDY 

(c)  To  construct  a  hexagon  on  a  circle  of  given  radius. 

(d)  To  construct  a  pentagon  on  a  circle  of  given  diameter. 
Plate  34A.  Octagonal  Taboret. 

Assembly  Drawing.    Two  views — scale  to  be  determined  by 
the  pupil, 
Plate  34B.  Draw  plate  of  details  showing  types  of  joints  used  in  34A. 
Plate  35.     Hexagonal  Tea  Table. 

Assembly — three   views,    side   view   required.     Scale  to  be 
determined  by  the  pupil. 
Plate  2)6.      Supplementary    problems    reviewing    any    previous    work. 
(For  rapid  workers.) 

GRADE  8A.     Ten  plates  required. 
Group  IX.  Five  plates   required.     Orthographic   Projection.     Third   angle 
explained. 
Plate  2,7.  Rectangular  Plinth. 

Top  and  front  views  given ;  third  view  required. 
Plate  39.  Hexagonal  Plinth. 

Three  views.     Complete  the  front  view  and  supply  the  side 
view, 
Plate  40.  Octagonal  Pyramid. 

Complete  the  top  and  front  views  and  supply  the  side  view. 
Plate  41.  Truncated  Hexagonal  Prism. 

Top  and  front  views  given ;  side  view  required. 
Plate  42.  Pentagonal  Prism. 

Top  and  side  views  given ;  front  view  required. 
Plate  43.  Hexagonal  Pyramid. 

Front  view  given ;  top  and  side  views  required. 
Plate  44.  Any  practical  problem  requiring  the  application  of  the  prin- 
ciples taught  in  this  group. 
Group  X.  Three  plates  required.     Isometric  Projection.     Definition.     See 
Note  book, 
Plate  45.  Nail  box. 

Compare  with  plate  11. 
Plate  46.  Half  Lap  Joint. 

Jardiniere  Stand — group  12  in  Woodworking  Course. 
Plate  47.  Through  Mortise  and  Tenon  Joint. 

Parts  separated. 
Plate  48.  Select  some  problem  from  the  Woodworking  Course. 
Group  XI.  Two    plates    required.      Cabinet    Projection.      Definition.      See 
Note  book. 
Plate  49.  Rectangular   Box. 

2"x5"xli^"  deep.    Sides  i/^"  thick,  bottom  J4"  thick. 
Plate  50.  Select   some   problem   from  group   14  in   the   Woodworking 
Course, 


MANUAL  TRAINING  131 

II.  Shop  Course: 
Content : 

Tools,  their  use  and  care.  Materials,  various  kinds  of  woods,  small 
hardware,  glue,  finishing  stains,  shellac,  etc.  Practice,  (a)  in  various 
tool  operations  through  the  construction  of  useful  articles  and  such 
occasional  practice  pieces  as  are  deemed  advisable  at  various  stages 
of  the  work;  (b)  in  working  from  own  drawings;  (c)  in  working  from 
drawings  or  blueprints  made  by  another;  (d)  in  designing  and  construction 
from  specifications  furnished  by  the  instructor;  (e)  in  group  or  partner- 
ship work,  making  simple  pieces  of  furniture  for  the  schools;  (f)  in  mak- 
ing out  bills  of  material  and  estimating  cost  of  same.  Note:  No  pupil 
should  be  allowed  to  get  out  stock  for  any  piece  of  work  until  he  has 
made  out  a  bill  of  materials  and  received  the  O.  K.  of  his  instructor.  The 
greatest  care  should  be  taken  to  guard  against  wastefulness  in  the  use  of 
supplies  of  all  kinds.  Materials  are  furnished  free  for  all  models  outlined 
in  the  course,  up  to  and  including  No.  16.  Lumber  and  hardware  for  all 
work  done  for  the  schools  will  also  be  furnished  by  the  Board.  Individual 
pieces  may  be  substituted  for  group  or  partnership  work  but  when  such 
substitution  is  made  the  boy  must  furnish  his  own  material. 

Instructions  given  by  the  teacher  should  be  supplemented  by  a  good 
text  on  tools  and  tool  operations.  Brief  talks  on  the  sources  and  nature 
of  the  various  supplies  used  should  be  given  and  made  effective  by  occa- 
sional tests,  both  oral  and  written.  Care  should  be  given  to  the  building 
up  of  a  correct  and  adequate  technical  vocabulary  as  the  pupil  advances  in 
his  work. 

The  following  course  is  arranged  in  groups  according  to  the  principles 
to  be  developed.  Only  one  object  in  each  group  is  required  but  others  may 
be  used  as  supplementary  projects  for  rapid  workers. 

SIXTH  GRADE. 

The  drawing  in  this  grade  should  be  confined  to  the  simpler  problems  but 
the  pupils  should  be  taught  to  read  the  blue  prints  of  all  the  problems. 

The  stock  supplied  is  surfaced  to  the  proper  thickness  but  the  planer 
marks  should  be  carefully  removed  with  sandpaper  stretched  tightly  on  a 
block. 

Suggestive  decorative  designs  are  presented  in  connection  with  the 
blue  prints  of  the  required  problems  but  occasional  opportunity  should  be 
given  for  originality  both  in  the  design  of  the  object  and  the  decoration. 
No  poor  design  should  be  used  simply  because  it  is  the  best  the  pupil  can 
make. 

1.  Watch  Holder. 

2.  Tooth  Brush  Holder. 

3.  Letter  Holder.     Choice  of  two  designs. 

4.  Teapot  Block.     Choice  of  designs  or  an  original  design. 

5.  Bill  File.     Choice  of  two  designs. 

6.  Calendar  Mount.     Choice  of  four  designs. 

7.  Thermometer  Back.    Choice  of  four  designs  or  an  original  design. 

8.  Card  Holder.    Choice  of  two  designs. 


132  COURSE  OF  STUDY 

9.  Whisk  Broom  Holder. 

10.  (a)   Match  Box.  ) 

(b)  Match  Box.  ]  Choice  of  designs. 

11.  Key  Board. 

Suggestive  supplementary  projects  for  rapid  workers:     Small  Box 
with  cover ;  Doll's  Cart ;  Doll's  Chair  or  Bench ;  Bird  House,  etc. 

SEVENTH  GRADE. 

1.  Coat  and  Hat  Rack. 

Stock— White  Pine  or  Poplar  ^"x3"xl8"  ready  cut. 
Hardware — three  2^"  wire  coat  hooks,  furnished  by  the  pupil. 
Operations— Squaring  up  stock.     (See  general  rule),  laying  out  cor- 
ners, vertical  chiseling.    Tools — Jack  plane,  marking  gauge,  rule,  try- 
square,  knife,  back  saw,  block  plane,  bench  hook,  steel  dividers,  \" 
chisel,  auger  bit,  bit  brace,  sandpaper  and  block. 

2.  (a)  Broom  Holder,  (b)  Whisk  Broom  Holder,  (c)  Match  Box 
Holder.  Stock — Red  Gum  Y^,"  and  %".  New  operations — cham- 
fering with  plane,  assembling  parts,  finishing  with  oil  and  shellac. 
New  tools — countersink,  expansion  bit,  screwdriver. 

3.  Coat  Hanger.  Stock— White  pine  ^"x2^"xl6"  ready  cut.  Hard- 
ware— one  bright  wire  screw  hook.  New  operations — curve  sawing, 
modeling  or  forming.     New  tools — turning  saw,  spokeshave. 

4.  Sleeve  Board.  Stock  white  pine  or  poplar  ^"x5^"x20".  Hard- 
ware— One  flat  head  stove  bolt  ^"x4i^"  and  two  flat  head  wood 
screws  1^"  No.  9. 

5.  (a)  Wall  Bracket,  (b)  Shelf.  Stock— Butternut,  chestnut  or  other 
suitable  wood.  New  operations — making  out  stock  bill,  getting  out 
stock,  veining  or  line  carving,  nailing,  staining,  waxing.  New  tools 
— coping  saw,  veiner  or  chip  carving  knife,  brad  hammer,  nail  set. 

6.  (a)  Bread  Cutting  Board,  (b)  Lap  (writing)  Board,  (c)  Meat 
Cutting  Board.  Stock — White  pine  and  red  gum.  New  opera- 
tions— Plain  jointing,  glueing  and  clamping.  New  tools — cabinet 
clamps. 

7.  Blotter  Pad.  Stock — Red  gum.  New  operations — a,  problem  involv- 
ing a  more  elaborate  use  of  the  paring  chisel,  the  broad  curve  to  be 
finished  entirely  with  that  tool  except  for  the  finishing  touches  with 
the  sandpaper. 

8.  (a)  Pen  Tray,  (b)  Pen  and  Ink  Stand,  (c)  Automatic  Towel 
Holder,  Any  small  tray  requiring  the  free  use  of  the  gouge.  Stock 
— Red  gum.  New  operations — free  gouging  and  scraping.  New 
tools — gouge  with  outside  bevel,  curved  scraper. 

?  Picture  Frame.  Stock — any  suitable  wood.  New  operations — to  be 
ni.i'le  in  one  piece  and  chamfered  on  the  inside  with  the  chisel.  Note  : 
This  j.-oblem  should  be  approached  from  the  picture  point  of  view, 
i.  e.,  the  I'raine  should  be  made  to  harmonize  in  size,  proportions 
and  color,  with  some  picture  to  be  framed. 


MANUAL  TRAINING  133 

10.  (a)  Towel  Roller,  (b)  Neck  Tie  Rack,  (c)  Clothesline  Reel.  Any 
suitable  object  which  involves  the  making  of  a  cylinder  with  the 
plane. 

11.  (a)  Hammer  Handle,  (b)  Hatchet  Handle,  (c)  Canoe  Paddle, 
(d)  Any  useful  and  interesting  object  in  the  making  of  which  the 
eye  must  be  the  chief  instrument  for  determining  good  form  and 
balance. 

12.  (a)  Jardiniere  Stand,  (b)  Any  suitable  object  which  involves  the 
making  of  the  half  lap  joint. 

13.  (a)  Knife  Box.  (b)  Scouring  Box.  (c)  Bird  House,  (d)  Mail 
Box.  (e)  Any  suitable  box  in  which  the  plain  butt  joint  is  used. 
Parts  put  together  with  nails  and  glue.  May  be  finished  by  staining 
and  shellacing  or  waxing  if  desired. 

14.  (a)  Handkerchief  Box.  (b)  Glove  Box.  (c)  Jewel  Box.  (d)  Any 
small  box  with  hinged  cover  in  which  any  suitable  joint  except  the 
plain  butt  joint  may  be  used,  (e)  As  a  substitute  for  the  problems 
in  this  group  the  inventive  genius  of  the  boys  may  be  tested  by  giving 
them  a  problem  to  design  and  make  from  written  specifications. 
These  specifications  should  include  the  purpose  for  which  the  object 
is  to  be  used  and  some  limitations  as  to  the  amount  of  ma- 
terial that  will  be  allowed. 

EIGHTH  GRADE. 

Note:  Beginning  with  this  grade  systematic  lessons  should  be 
given  in  the  grinding  and  whetting  of  all  edged  tools  used  by  the 
boys.  Each  boy  should  be  supplied  with  an  individual  cutting  iron 
for  his  jack  plane  and  be  required  to  keep  it  in  good  working  con- 
dition. 

15.  (a)  Book  Rack  for  table.  Choice  of  two  or  three  designs  or  ap- 
proved original  design.  Blind  mortise  and  tenon  joint,  (b)  Any 
simple  object  in  the  making  of  which  the  first  principles  of  mortise 
and  tenon  work  can  be  taught. 

16.  (a)  Foot  Stool.  Four  posts,  single  rail,  blind  mortise  and  tenon. 
Materials  for  upholstering  to  be  furnished  by  the  boy.  (b)  Any 
small  piece  of  furniture  (may  be  the  boy's  own  design)  requiring  the 
same  type  of  joinery  as  (a). 

17.  A  piece  involving  a  through  mortise  and  tenon.  Examples — taboret, 
book  rack,  book  shelves,  plate  rack,  wall  magazine  rack. 

18.  A  small  piece  containing  a  panel.  Examples — medicine  cabinet, 
shaving  cabinet,  small  wall  cabinet. 

19.  Group  or  partnership  work.  All  boys  who  develop  sufficient  skill 
or  ability  by  the  beginning  of  the  A8  grade  will  be  expected  to  work 
on  simple  furniture  or  apparatus  that  will  be  of  use  in  some  de- 
partment of  the  schools. 


134  COURSE  OF  STUDY 

LIST  OF  BOOKS 

Used  in  the  Elementary  Grades. 

First  Grade. 
Method  Reader  : 

Progressive   Road  to  Reading,   Books   I  and   II. 
Supplementary  Readers: 

Wheeler's  First  Reader. 

Reading-Literature,     Primer    and     First     Reader — Free    and 
Treadwell. 

Baldwin  and  Bender's  First  Reader. 

Riverside  First  Reader. 

Summer's  First  Reader. 

Gordon  Readers,  Second  Book. 

Elson  Primary  School  Reader,  Book  One. 

Sunbonnet  Babies'  Primer — Grover. 

Edson-Laing  Reader,  Book  One. 

Circus  Reader — Jones. 

Folk  Lore  Reader,  Book  I — Wiltse. 
'  Folk  Lore  Stories  and  Proverbs — Grover. 

The  Jingle  Primer — Brown  and  Bailey. 

Art-Literature  Readers,  Book  I — Grover  and  Chutter. 

Boy  Blue  and  His  Friends — Blaisdell. 
•*    Cherry  Tree  Children — Blaisdell. 

Congdon's  Pamphlet  Series. 

And  others. 
Music: 

Congdon's  Primer,  No.  I. 

Songs  of  the  Child  World — Gaynor.     ■• 

Second  Grade. 
2b. 

Basal  Reader: 

Reading-Literature,  Second  Reader — Free  and  Treadwell. 
Supplementary  Readers: 

Aldine  Second  Reader. 

Wheeler's  Second  Reader. 

Baldwin  and  Bender's  Second  Reader. 

Summer's    Second  Reader. 

Hiawatha  Primer — Holbrook. 

Children's  Classics  in  Dramatic  Form,  Book  I — Stevenson. 

In  Mythland — Beckwith. 

Twilight  Stories — Foulkes. 

Rhymes  and  Stories — Lansing. 

Tommy  Tinker's  Book — Blaisdell. 


LIST  OF  BOOKS  135 

Eugene  Field  Reader. 

Robert  Louis  Stevenson  Reader. 

That's  Why  Stories — Bryce. 

Graded  Poetry,  First  and  Second  Years. 

Congdon's  Pamphlet  Series. 
History  and  Civics: 

The  Tree-Dwellers — Dopp. 
Geography  and  Nature  Study: 

Little  Folks  of  Many  Lands — Chance, 

Fishing  and  Hunting — Button, 
Music: 

Congdon's   Primer,  No.   L 

Primary  Melodies — Newton. 

2a. 
Basal  Reader: 

Progressive  Road  to  Reading,  Book  IH. 
Supplementary  Readers: 

(In  addition  to  the  books  under  2B  above) — 

Riverside  Second  Reader. 

Elson  Primary  School  Reader,  Book  Two. 

Gordon  Readers,  Third  Book. 

Baker  and  Carpenter's  Second  Year  Language  Reader. 

Edson-Laing  Reader,  Book  Two. 

Merry  Animal  Tales — Bigham. 

Eskimo  Stories — Smith. 

Dick  Whittington  and  Other  Stories — Lang. 

Art-Literature  Reader,  Book  II — Grover  and  Chutter. 

Reynard  the  Fox — Smythe. 

Polly  and  Dolly— Blaisdell. 

Fables  from  Afar — Bryce, 

Congdon's  Pamphlet  Series. 
History  and  Civics: 

The  Early  Cave-Men — Dopp. 
Geography  and  Nature  Study: 

Stories  Mother  Nature  Told  Her  Children — Andrews. 

The  Pasture  and  Field — Dutton. 

Seed  Babies — Morley. 
Music : 

Congdon  Primer,  No.  2. 

Eleanor   Smith   Music  Course,   Book   I. 

Modern  Music  Series,  Primer. 

Third  Grade. 
3b. 

Basal  Reader: 

Progressive  Road  to  Reading,  Book  III. 


136  COURSE  OF  STUDY 

Supplementary  Readers: 

Aldine  Third  Reader. 

Wheeler's  Third  Reader. 

Baldwin  and  Bender's  Third  Reader. 

Fables  and  Folk  Stories — Scndder. 

Book  of  Nature  Myths — Holbrook. 

Children's  Classics  in  Dramatic  Form,  Book  III — Stevenson. 

Braided  Straws — Foulke. 

Fairy  Tales,  Vol.  I — Lansing. 

Mother  Goose  Village — Bigham. 

Classic  Fables — Turpin. 

Fairy  Tales,  First  Series — Grimm. 

Old  Mother  West  Wind— Burgess. 

Old  Greek  Stories — Baldwin. 

Congdon's  Pamphlet  Series. 
Speller: 

Hicks    Champion  Spelling  Book,  Part  I, 
Arithmetic: 

Hamilton's    Primary    Arithmetic    (optional). 
History  and  Civics: 

The  Later  Cave-Men — Dopp. 
Geography  and  Nature  Study: 

Big  People  and  Little  People  of  Other  Lands — Shaw. 

Little  Folks  in  Feathers  and  Fur — Miller. 

Little  Flower  Folks— Pratt. 
Penmanship: 

Bayley-Greenwood   System. 
Music : 

Eleanor  Smith  Music  Course,  Book  H. 

New   Educational   Music   Course,    First   Reader. 

3a. 
Basal  Reader: 

Reading-Literature,  Third  Reader — Free  and  Treadwell. 
Supplementary  Readers: 

(In  addition  to  the  books  under  3B  above)  — 

Elson  Primary  School  Reader,  Book  Three. 

Riverside  Third  Reader. 

Gordon  Readers,  Fourth  Book. 

Edson-Laing  Reader,  Book  Three. 

Fairy  Tales,  Vol.  II — Lansing. 

Fairy  Tales,  Second  Series — Grimm. 

Fifty  Famous  Stories — Baldwin. 

Fanciful  Flower  Tales — Bigham. 

Art-Literature  Reader,  Book  III — Grover  and  Chutter. 

In  Those  Days — Hallock. 


LIST  OF  BOOKS  137 

Tell  It  Again  Stories— Dillingham  and  Emerson. 

Congdon's  Pamphlet  Series. 
Speller: 

Hicks'  Champion  Spelling  Book,  Part  I. 
Arithmetic: 

Hamilton's  Primary   Arithmetic    (optional). 
History  and  Civics: 

The  Earh'  Sea-People — Dopp. 

Great  Americans  for  Little  Americans — Eggleston. 
Geography  and  Nature  Study: 

Home  Geography — Fairbanks. 

Around  the  World,  Book  H — Carroll. 

Fairyland  of  Flowers — Pratt. 

Little  Wanderers — Morley. 
Penmanship: 

Bayley-Greenwood   System. 
Music: 

Eleanor  Smith  Music  Course,  Book  H. 

New  Educational  Music  Course,  First  Reader. 

Fourth  Grade. 
4b. 
Readers: 

Progressive  Road  to  Reading,  Book  IV   (required). 

Docas,  the  Indian  Boy — Snedden   (required). 

Aldine  Fourth  Reader. 

Baldwin  and  Bender's  Fourth  Reader. 

Reading-Literature,  Fourth  Reader — Free  and  Treadwell. 

Baker  and  Carpenter's  Third  Year  Language  Reader. 

Children's  Classics  in  Dramatic  Form.  Book  II — Stevenson. 

Fairy  Tales,  First  Series — Hans  Anderson. 

Edson-Laing  Reader,  Book  Four. 

The  Pig  Brother  and  Other  Stories — Richards. 

Old  Stories  of  the  East — Baldwin. 

Congdon   Pamphlet  Series. 
Speller: 

Hicks'  Champion  Spelling  Book,  Part  I. 
Language: 

Robbins  and  Row's  Studies  in  English,  Book  I. 

New   Webster-Cooley   Course   in    English. 

Arithmetic : 

Hamilton's  Primary  Arithmetic. 
History  and  Civics: 

American  Life  and  Adventure — Eggleston. 

Stories  of  Pioneer  Life — Bass. 


138  COURSE  OF  STUDY 

Geography  and  Nature  Study: 

Tarr  and  McMurry's  Geography,  First  Part. 

Birds  and  Their  Nesthngs — Walker. 

True  Bird  Stories — Miller. 
Penmanship : 

Bayley-Greenwood   System. 
Music: 

New  Educational  Music  Course,  First  Reader. 

Modern  Music  Series,  First  Book. 

4a. 
Readers: 

Longfellow's  Hiawatha  R.  L.  S.  13-14  (required). 

Elson  Primary  School  Reader,  Book  Four. 

Heidi — Spyri. 

Art-Literature  Readers,  Book  IV — Grover  and  Chutter. 

Baker  and  Carpenter,  Fourth    Year  Language  Reader. 

Louisa  Alcott's  Reader, 

Congdon's    Pamphlet    Series. 
Speller: 

Hicks'   Champion   Spelling  Book,   Part  L 
Language: 

Robbins  and  Row's  Studies  in  English,  Book  L 

New   Webster-Cooley  Course   in  English. 
Arithmetic: 

Hamilton's  Primary  Arithmetic. 
History  and  Civics:  * 

Pumphrey's  Pilgrim  Stories. 
Geography  and  Nature  Study: 

Tarr  and  McMurry's  Geography,  First  Part. 

Seven  Little  Sisters — Andrews. 

The  Earth  and  Its  People— Winslow. 

First  Book  of  Birds— Miller. 

Wilderness  Babies — Schwartz. 

How  We  Are  Fed — Chamberlain. 

How  We  Travel — Chamberlain. 
Penmanship : 

Bayley-Greenwood  System. 
Music: 

Eleanor  Smith  Music  Course,  Book  II. 

New   Educational   Music   Course,   First   Reader. 
Fifth  Grade. 

5b. 
Readers: 

Viking  Tales — Hall  (required). 

Baker  and  Carpenter's  Fifth  Year  Language  Reader. 


LIST  OF  BOOKS  139 

Baldwin  and  Bender's  Fifth  Reader. 

Lisbeth  Longfrock — Aanrud's. 

Congdon's  Pamphlet  Series. 
Speller  and  Dictionary: 

Hicks'  Champion  Spelling  Book,  Part  I. 

Webster's  Academic  Dictionary. 
Language: 

Robbins  and  Row's  Studies  in  English,  Book  I. 

New  Webster-Cooley  Course  in  English. 
Arithmetic: 

Hamilton's   Intermediate    Arithmetic. 
History  and  Civics: 

Builders  of  Our  Country,  Book  I — Southworth. 

Mace's  Primary  History. 

American  Leaders  and  Heroes — Gordy. 

Richard  of  Jamestown — Otis. 

Mary  of  Plymouth — Otis. 

Ruth  of  Boston— Otis. 
Geography  and  Nature  Study: 

Frye's  Grammar  School  Geography. 

Tarr  and  McMurry's  Geographies,  Second  Part. 

Carpenter's  North  America. 

Waj^s  of  the  Wood  Folk — Long. 
Penmanship : 

Bayley-Greenwood  System. 
Music: 

Eleanor  Smith  Music  Course,  Book  HI. 

Modern  Music  Series,  First  Book. 

5a. 
Readers: 

Robinson  Crusoe — De  Foe,  Lambert's  Edition   (required). 

Ten  Boys — Andrews. 

Aldine  Fifth  Reader. 

Carroll  and  Brooks'  Fifth  Reader. 

Children's  Classics  in  Dramatic  Form,  Book  IV — Stevenson. 

Congdon's    Pamphlet    Series. 
Speller  and  Dictionary : 

Hicks'  Champion  Spelling  Book,  Part  I. 

Webster's   Academic   Dictionary. 
Language: 

Robbins  and  Row's  Studies  in  Enghsh,  Book  I.  ^ 

New  Webster-Cooley  Course  in  English. 
Arithmetic: 

Hamilton's    Intermediate   Arithmetic. 
History  and  Civics: 

Builders  of  Our  Country,  Book  I— Southworth. 


140  COURSE  OF  STUDY 

Mace's  Primary  History. 

American  Leaders  and  Heroes — Gordy. 

Peter  of  New  Amsterdam — Otis. 

Stephen  of  Philadelphia — Otis. 

Calvert  of  Maryland — Otis. 

Discovery  of  the  Old  Northwest — Baldwin. 
Geography  and  Nature  Study: 

Frye's  Grammar  School  Geography. 

Carpenter's  Europe  and  Asia. 

Tarr  and  McMurry's  Geographies,   Second,  Fourth  and  Fifth 
Parts. 

Little  Brother  to  the  Bear — Long. 
Penmanship: 

Bayley-Greenwood  System. 
Music : 

Modern  Music  Series,  Second  Book. 

Sixth  Grade. 
6b. 
Readers: 

Some  Merry  Adventures  of  Robin  Hood — Pyle  (required). 

Baldwin  and  Bender's  Sixth  Reader. 

Aldine  Sixth  Reader. 

Elson  Grammar  School  Reader,  Book  L 

Baker  and  Carpenter's  Fifth  Year  Language  Reader. 

Dramatic  Reader  for  Grammar  Grades — Knight. 

Congdon's  Pamphlet  Series. 
Speller  and  Dictionary: 

Hick's  Champion  Spelling  Book,  Part  L 

Webster's  Academic  Dictionary. 
Language : 

Robbins  and  Row's  Studies  in  English,  Book  L 

New   Webster-Cooley   Course   in   English. 

Woodley's    Foundation    Lessons    in    English,    Book    H. 
History  and  Civics: 

Builders  of  Our  Country,  Book  H — Southworth. 

American  Leaders  and  Heroes — Gordy. 

Mace's  Primary  History. 
Geography  and  Nature  Study: 

Frye's  Grammar  School  Geography. 

Tarr  and  McMurry"s  Geographies,  Fourth  and  Fifth  Parts. 

Carpenter's   South    America,   Africa   and  Australia. 

Wilderness  Ways — Long. 
Penmanship: 

Bayley-Greenwood   System. 
Music : 

Eleanor  Smith   Music  Course,  Book  HL 


LIST  OF  BOOKS  141 

6a. 
Readers: 

Elson  Grammar  School  Reader,  Book  II  (selections  required). 

Carroll  and   Brooks'   Sixth  Reader. 

Baker  and  Carpenter's  Sixth  Year  Language  Reader. 

Lobo,  Rag  and  Vixen — Seton-Thompson, 
Speller  and  Dictionary: 

Hicks'   Champion  Spelling  Book,  Part  II. 

Webster's  Academic  Dictionary. 
Language: 

Robbins  and  Row's  Studies  in  English,  Book  I. 

New   Webster-Cooley   Course   in   English. 

Woodley's  Foundation  Lessons  in  English,  Book  II. 
Arithmetic: 

Hamilton's  Intermediate  Arithmetic. 
History  and  Civics: 

Builders  of  Our  Country,  Book  II — Southworth. 

American  Leaders  and  Heroes — Gordy. 

Mace's  Primary  History. 
Geography  and  Nature  Study: 

Frye's  Grammar  School  Geography. 

Tarr  and  McMurry's  Geographies,  Third  Part. 

Industrial  Studies,  United  States — Allen. 

Stories  of  Minnesota — Forster. 

Secrets  of  the  Woods — Long. 
Penmanship: 

Bayley-Greenwood  System. 
Music: 

Eleanor    Smith   Music   Course,   Book   III. 

Modern  Music  Series,  Second  Book. 

Seventh  Grade. 
7b. 
Readers: 

Elson  Grammar  School  Reader,  Book  III  (selections  required), 

Baldwin  and  Bender's  Seventh  Reader. 

Aldine  Seventh  Reader. 

Carroll  and  Brooks'   Sixth  Reader. 

Congdon's  Pamphlet  Series. 
Speller  and  Dictionary : 

Hicks'  Champion  Spelling  Book,  Part  11. 

Webster's  Academic  Dictionary. 
Language  and  Grammar: 

English  Grammar — Holtz. 

Woodley's  Foundation  Lessons  in  English,  Book  II. 
Arithmetic: 

Hamilton's  School  Arithmetic. 


142  COURSE  OF  STUDY 

History  and  Civics: 

Introductory  American   History — Bourne  and  Benton. 

Story  of  Europe — Harding. 

The  Community  and  the  Citizen — Dunn. 
Geography  and  IndustriaUStudies : 

Dodge's  Advanced  Geography. 

School  of  the  Woods — Long. 
Penmanship: 

Bayley-Greenwood  System. 
Music : 

Eleanor    Smith    Music   Course,   Book   IV. 
Domestic  Science: 

Basic  Principles  of  Domestic  Science — Frich. 

7a. 
Readers: 

Lady  of  the  Lake — Scott    (required). 

A  Hunting  of  the  Deer,  etc. — Warner,  R.  L.  S.  37. 

Grandmother's  Story  of  Bunker  Hill — Holmes  R.  L.  S.  6. 

Aldine  Seventh  Reader. 

Carroll  and  Brook's  Seventh  Reader. 

Congdon's    Pamphlet   Series. 

Speller  and  Dictionary: 

Hicks'  Champion  Spelling  Book,  Part  II. 
Webster's  Academic  Dictionary. 

Language  and  Grammar: 

English  Grammar — Holtz. 

Woodley's  Foundation  Lessons  in  English,  Book  II. 

Arithmetic: 

Hamilton's  School  Arithmetic. 

History  and  Civics: 

Thwaites  and  Kendall's  History  of  the  United  States. 
Gordy's  History  of  United  States. 
Fiske's  History  of  the  United  States. 
Dunn's  The  Community  and  the  Citizen. 

Geography  and  Industrial  Studies: 
Dodge's  Advanced  Geography. 
Warp  and  Woof,  The  Linen  Industry — Very. 
Northland    Trails — Long. 

Penmanship: 

Bayley-Greenwood  System. 


LIST  OF  BOOKS  143 

Music: 

Modern  Music  Series,  Third  Book,  or  Alternate  Third  Book. 
Domestic  Science: 

Basic  Principles  of  Domestic  Science — Frich, 

Eighth  Grade. 
8b. 
Readers: 

Julius  Caesar — Shakespeare  (required). 

A  Man  Without  a  Country — Hale. 

Elson  Grammar  School  Reader,  Book  IV. 
Speller  and  Dictionary: 

Hicks'  Champion  Spelling  Book,  Part  II. 

Webster's  Academic  Dictionary. 
Language  and  Grammar: 

English  Grammar — Holtz. 
Arithmetic: 

Hamilton's  School  Arithmetic. 

Teller  and  Brown's  First  Book  in  Business  Methods. 
History  and  Civics: 

Woodburn  and  Moran's  American  History  and  Government. 

McMaster's  History  of  United  States. 

Forman's   First  Lessons   in  Civics. 
Geography  and  Industrial  Studies: 

Keller  and  Bishop's  Commercial  and  Industrial  Geography. 
Penmanship : 

Bayley-Greenwood  System. 
Music: 

Laurel   Music  Reader,  or 

School  Song  Book. 
Domestic  Science: 

Basic  Principles  of  Domestic  Science — Frich. 
8a. 
Readers: 

Elson  Grammar  School  Reader,  Book  IV  (selections  required). 

Aldine  Seventh  Reader  (selections  required). 

Merchant  of  Venice — Shakespeare. 

The  Perfect  Tribute — Andrews. 
Speller  and  Dictionary: 

Hicks'  Champion  Spelling  Book,  Part  II. 

Webster's  Academic  Dictionary. 
Language  and  Grammar: 

English  Grammar — Holtz. 


144  COURSE  OF  BOOKS 

Arithmetic:  * 

Hamilton's  School  Arithmetic. 

Teller  and  Brown's  First  Book  in  Business  Methods. 
History  and  Civics: 

Forman's  History  of  the  United  States. 

Forman's  First  Lessons  in  Civics. 

Minneapolis — Parsons. 
Geography  and  Nature  Study: 

Dictionary  of  Minneapolis — Hudson. 

Keller  and  Bishop's  Commercial  and  Industrial  Geography. 

Story  of  Cotton — Brooks. 
Penmanship : 

Bayley-Greenwood   System. 
Music : 

Laurel  Music  Reader,  or 

School  Song  Book. 
Domestic  Science: 

Basic  Principles  of  Domestic  Science — Frich. 


HIGH  SCHOOL 


146  HIGH  SCHOOLS 


HIGH   SCHOOL   COURSES 

I.  Why  Go  to  High  School? 

It  is  the  intention  of  this  city  to  give  all  its  young  people  an  equal 
chance  in  getting  an  education  which  will  start  them  in  some  useful 
calling.  Those  who  drop  their  schooling  on  finishing  the  eighth  grade 
or  before  the  age  of  sixteen  have  failed  to  get  the  training  that  is 
necessary  for  their  proper  development  in  intelligence  or  in  character 
to  make  them  competent  workers  or  efficient  citizens.  To  this  end, 
the  high  school  offers  opportunities  for  young  people  of  various  tastes 
and  abilities  to  develop  according  to  those  particular  tastes  and  abili- 
ties, and  to  get  that  general  culture  that  enforces  the  special  prepara- 
tion. The  way  may  seem  long,  but  it  is  worth  while.  Any  young 
person  of  good  ability,  however  slender  his  means,  can,  if  he  will, 
find  his  way  to  embrace  some  of  the  opportunities  offered  by  the  high 
school.  Those  who  have  the  resolution  and  courage  to  overcome 
obstacles  will  gain  strength  of  character  and  assure  themselves  of  suc- 
cessful careers. 

II.  Choice  of  Studies  Important. 

The  course  of  study  in  the  modern  high  school  is  richer  in  the 
number  of  subjects  offered  than  was  the  curriculum  of  the  college  less 
than  a  hundred  years  ago.  It  is  impossible  for  any  one  pupil  to  take 
all  that  is  offered,  even  in  any  one  course ;  consequently,  the  problem 
of  selection  becomes  increasingly  important  and  difficult.  No  pupil 
entering  high  school  should  leave  the  choice  of  a  course  to  chance, 
or  to  the  recommendation  of  those  who  know  nothing  about  either 
him  and  his  plans  or  the  courses  of  study  offered.  The  choice  ought 
to  be  made  only  after  careful  consideration  of  the  tastes  and  interests 
of  the  student,  and  of  the  vocation  he  is  likely  to  select.  Consultation 
with  parents,  friends  and  teachers  is  indispensable  as  a  safeguard  against 
hasty  or  ill-advised  choice.  The  principal  of  the  grade  school,  the 
eighth  grade  teacher,  the  principal  of  the  high  school,  will  all  be  glad 
to  offer  their  advice  and  to  give  fuller  information. 

III.  Future  Plans  Should  Determine  Choice. 

It  should  not  be  forgotten  that  each  course  of  study  leads  to  some- 
thing beyond,  either  a  calling  in  life,  or  further  study  in  a  higher 
school,  college  or  professional  school.  Where  a  student  does  not 
know  in  what  direction  his  taste  and  opportunities  are  likely  to  lead 
him,  and  wishes  to  keep  himself  free  to  choose  later,  it  is  highly 
advisable  that  he  take  a  well-rounded  course,  such  as  that  offered 
in  the  General  Course,  which  gives  him  an  opportunity  to  try  him- 
self out  in  a  variety  of  fields,  giving  him  an  acquaintance  with  the 
main  branches  of  knowledge,  and  helping  him  Hud  himself.     Where  a 


COURSE  OF  STUDY  147 

student  is  already  committed  to  some  vocation,  or  course  of  profes- 
sional study,  it  would  be  well  to  seek  out  some  successful  practitioner 
or  employer  in  that  line  of  work  here  in  Minneapolis,  and  ask  his 
advice.  It  will  be  found  that  such  advice  is  highly  valuable,  and  will 
usually  be  cheerfully  and  freely  given, 

IV.  Preparation  for  Business. 

Pupils  who  do  not  pursue  a  high  school  course  as  preparatory  to 
entrance  to  higher  institutions  are  necessarily  those  who  seek  a  high 
school  education  as  a  preparation  for  a  "business"  life.  This  class 
of  students,  in  point  of  number,  is  greater  than  all  other  classes  com- 
bined. Inasmuch  as  the  four  years  spent  in  the  high  school  are  to 
be  the  last  years  of  schooling,  it  is  of  the  greatest  importance  that 
subjects   be   selected  with  discrimination. 

V.  Commercial  Course. 

The  Commercial  Course  is  arranged  to  give  the  studies  which  will 
fit  young  men  and  young  women  to  go  into  commercial  positions  as 
stenographers,  bookkeepers,  or  general  assistants  in  office  and  clerical 
work.  Many  young  people  leave  school  before  they  come  to  the  high 
school  and  go  into  this  kind  of  work;  but  these  boys  and  girls  who 
leave  at  the  end  of  the  seventh  or  eighth  grade,  usually  find,  after  they 
have  worked  a  few  years,  that  they  are  at  a  disadvantage  because  they 
have  not  had  a  more  thorough  training  in  English  and  a  better  general 
education.  There  are  many  positions  which  will  not  be  open  to  them 
because  of  this  lack  of  general  education.  The  high  school  Commercial 
Course,  extended  through  four  years  like  other  high  school  courses, 
has  been  arranged  to  meet  the  need  which  is  felt  for  a  course  which 
will  give  the  young  people  who  take  it  more  general  intelligence  and 
a  good  general  education,  as  well  as  knowledge  of  those  studies  which 
will  enable  them  to  get  positions  promptly  and  earn  money,  after 
graduating  from  the  high  school.  The  high  schools  do  not  guarantee 
positions,  but  positions  have  always  been  waiting  for  those  who  fin- 
ished the  course  creditably.  In  many  cases  positions  are  offered  before 
the  course  is  completed  and  some  of  the  boys  and  girls  are  tempted, 
against  their  own  best  interests,  to  leave  school  before  they  have 
finished  the  course  they  began.  The  Bookkeeping  and  the  Shorthand 
and  Typewriting  are  given  during  the  last  two  years  of  the  course,  be- 
cause it  has  been  found  that  these  studies  can  be  more  easily  mastered 
and  a  better  knowledge  of  them  obtained  if  the  students  have  had  a 
thorough  training  in  English  and  in  other  branches  given  in  the  first 
two  years  of  the  course. 

VI.  General  Course. 

The  General  Course  may  prepare  for  college,  but  it  is  designed  for 
those  who  wish  a  general  education  rather  than  a  high  degree  of  spe- 
cialisation.    It   prepares   for  business  in  a  general   way  and  is  well 


148  HIGH  SCHOOLS 

adapted  to  one  who  does  not  yet  know  what  line  of  work  he  wishes  to 
pursue.  If  one  does  not  feel  able  to  take  a  full  four  years'  course,  he 
will  find  that  two  or  three  years  of  this  course  will  put  him  in  the 
way  of  finding  himself  and  give  him  a  good  foundation  for  some  use- 
ful career. 

VII.  Manual  Training  Course. 

The  Manual  Training  Course  gives  boys  who  desire  to  become  skilled 
workmen  an  opportunity  to  find  the  life  work  for  which  they  are  fitted 
by  the  presentation  of  the  elements  of  several  industries.  While  no 
trade  is  taught,  the  boys  are  led  to  acquire  industrial  intelligence  and 
general  mechanical  skill.  With  this  as  a  foundation,  one  may  at  once 
enter  upon  wage-earning  with  prospect  of  speedy  advance  in  his 
chosen  trade.  If  subjects  have  been  wisely  chosen,  those  taking  this 
course  are  eligible  for  entrance  to  college. 

VIII.  Home  Economics  Course. 

The  Home  Economics  Course  gives  girls  a  chance  to  become  efficient 
home-makers,  or  prepare  for  entrance  into  culinary  occupations  or  the 
needle  trades.  This  course  also  will  prepare  for  college  if  subjects 
are  chosen  with  that  in  mind. 

IX.  Arts  Course. 

The  Arts  Course  is  designed  for  the  young  person  who  wishes  to  spe- 
cialize in  Music,  Drawing,  Art,  or  Handicraft.  It  is  intended  to  give 
credit  for  Music  work  outside  of  school  provided  that  work  is 
taken  of  competent  and  approved  teachers. 

X.  Preparation  for  College. 

A  student  who  plans  to  go  to  college  will  usually  find  it  to  his 
advantage  to  select  either  the  Latin  or  the  Modern  Language  Course. 
Some  Eastern  colleges  require  four  years  of  Latin  and  three  years  of 
Mathematics,  as  well  as  three  years  of  French  or  German,  as  offered 
in  the  Latin  Course,  but  most  Western  colleges  do  not.  It  is  possible 
to  take  the  General  Course,  the  Manual  Training  Course,  or  the  Home 
Economics  Course,  and  so  choose  one's  subjects  as  to  be  able  to  enter 
college  after  four  years'  work  in  the  high  school ;  but  such  choice 
must  be  carefully  made  in  the  light  of  the  specific  entrance  requirements 
of  the  college  that  one  intends  to  enter,  in  order  that  the  student  shall 
not  find  himself  under  the  necessity  of  preparing  himself  in  additional 
subjects,  and  perhaps  taking  an  additional  year  of  high  school  work, 
before  being  allowed  to  enter.  Hence  the  necessity  of  consulting  the 
principal.  Students  who  are  graduates  of  the  present  Commercial 
Course  will  generally  have  to  spend  an  additional  half  year  at  least  in 
the  high  school  in  order  to  be  prepared  for  ejitrance  to  the  average 
college  course.  The  University  of  Minnesota,  to  which  so  many  grad- 
uates of  the  Minneapolis  high  schools  go  to  obtain  an  advanced  educa- 


COURSE  OF  STUDY  149 

tion,  is  divided  into  colleges,  each  of  which  sets  somewhat  different 
entrance  requirements.  The  College  of  Science,  Literature  and  Arts, 
sometimes  referred  to  as  the  Academic  College,  requires  (1)  a  diploma 
from  a  recognized  high  school,  (2)  the  completion  of  fifteen  year- 
units  of  high  school  work,  including  four  years  of  English  and  two 
years  of  Mathematics,  with  the  subjects  chosen  from  a  list  printed  in 
the  Bulletin  of  the  University,  and  (3)  an  average  mark  of  pass  plus 
in  all  subjects  offered  for  admission.  All  graduates  of  the  Latin 
Course  and  of  the  Modern  Language  Course,  as  well  as  those  gradu- 
ates of  the  General,  Manual  Training,  and  Home  Economics  courses 
who  choose  their  electives  properly,  will  find  themselves  eligible  to 
enter  this  department  of  the  University  of  Minnesota,  provided  they 
have  an  average  of  pass  plus  in  all  the  subjects  taken.  This  means  that 
every  mark  of  pass  must  be  balanced  by  a  mark  of  pass  double  plus. 

XI.  Engineering  and  Technology. 

Those  who  intend  to  enter  a  technical  school,  like  the  College  of 
Engineering  of  the  University  of  Minnesota,  or  some  other  similar 
school,  should  include  three  years  of  Mathematics  and  some  Modern 
Language  in  whatever  course  they  take.  The  College  of  Engineering 
will  credit  only  one  year  each  of  Shop  Work,  Freehand  Drawing  and 
Mechanical  Drawing  toward  the  completion  of  its  entrance  require- 
ments. Those  who  plan  to  enter  this  school  will,  therefore,  naturally 
elect  the  Manual  Training  Course  or  the  General  Course,  in  which 
Manual  Training  is  offered,  as  well  as  Modern  Languages  and  Mathe- 
matics. The  technical  schools  continue  and  supplement  the  Manual 
Training  work  of  the  high  school.  The  Latin  and  Modern  Language 
courses   also   prepare   for   Engineering   schools. 

XII.  Dentistry. 

The  best  colleges  of  Dentistry  now  require  a  high  school  preparation, 
and  advise  one  or  two  years  of  college  work  as  well.  At  Minnesota, 
the  College  of  Dentistry  requires  at  least  one  year  of  Manual  Train- 
ing (Shop  Work),  one  year  of  Chemistry,  two  years  of  Mathematics, 
and  four  years  of  English.  Either  the  Manual  Training  Course  (tak- 
ing care  to  choose  Chemistry)  or  the  General  Course  (including  Man- 
ual Training  and   Chemistry)    will  prepare  for  this   school. 

XIII.  Law. 

While  there  are  Law  schools  which  admit  directly  from  the  high 
school,  this  is  not  the  prevailing  practice,  nor  is  it  followed  at  th€ 
University  of  Minnesota.  Here  two  years  of  college  work  are  re- 
quired. Hence  the  preparation  for  Law  should  be  the  same  as  that 
for  entrance  to  the  College  of  Science,  Literature  and  Arts.  It  is 
advisable  to  emphasize  Latin  (for  the  sake  of  legal  terminology)  and 
History  and  Civics. 


150  HIGH  SCHOOLS 

XIV.  Medicine. 

Medical  schools  generally  require  at  least  two  years  of  a  college 
course  for  entrance.  The  high  school  course  should  include  at  least 
two  years  of  Latin.  The  General,  Latin,  Modern  Language,  and 
Manual  Training  courses  will  all  prepare  for  Medicine,  provided  cer- 
tain conditions  are  complied  with  in  the  choice  of  electives. 
XIV.  Elementary  School  Teaching. 

Any  one  of  the  courses  offered  in  the  Minneapolis  high  schools  will 
admit  students  to  one  of  the  State  Normal  Schools  whose  purpose  it 
is  to  prepare  teachers  of  elementary  schools  for  their  profession  (high 
school  teachers  must  first  complete  the  college  course),  but  it  is 
advisable  for  such  intending  teachers  to  take  a  broad  course,  like  that 
of  the  General  Course,  unless  they  have  already  decided  upon  some 
specialty,  like  Music,  Art,  Manual  Training,  or  Home  Economics,  when 
they  will  naturally  select  the  course  which  offers  them  a  maximum  of 
such  work. 


COURSE  OF  STUDY 


151 


GENERAL  COURSE 


FIRST  YEAR. 


FIRST     SEMESTER. 


English  I 
Elementary  Algebra  I 

Greek  History 

Language 

Freehand  Drawing  I 

Cooking  and  Applied 
Science  or  Sewing 
and  Applied  Design 

Manual  Training  1 

Penmanship 


Select  two 


SECOND    SEMESTER. 

English  II 

Elementary  Algebra  II 

Roman  History 

Language 

Freehand  Drawing  II 

Cooking    and    Applied 

Select  tzvo    i      Science    or     Sewing 
and  Applied  Design 
Manual  Training  II 
Penmanship  and  Spell- 
ing 


English  III 


Select  three 


English  V 


Select  three 


SECOND  YEAR. 

English  IV 
Mediaeval    History 
Language 

Physical  Geography  I 
Plane  Geometry  I 

General   History  I  Qrhrtthr^r  ^ 

Manual  Training  III      ^^^^^^  ^'^^^^  1 
Cooking    and    Applied 

Science    or     Sewing 

and  Applied  Design 
Freehand  Drawing  I 

THIRD  YEAR. 

English  VI 


'English  History  I 
Language 
Botany  I 
Physics  I 
Commercial  Geography 


Select  three 


Modern  History 
Language 

Physical  Geography  II 
Plane  Geometry  II 
General  History  II 
Manual  Training  IV 
Cooking    and    Applied 
Science    or     Sewing 
I      and  Applied  Design 
[  Freehand    Drawing    II 


English  History  II 
Language 
Botany  II 
Physics  II 
Commercial  History 


FOURTH  YEAR 


English  Literature  I 
U.  S.  History 

'  Language 


English  Literature  II 
Civics 


Select  two 


Indust.  Hist,  of  U.  S. 
Botany  I 
Physics  I 
Chemistry  I 
Advanced  Algebra 
Economics 
Senior  Arithmetic 


Select  tzuo 


Language 
Commercial  Law 
Botany  II 
Physics  II 
Chemistry  II 
Solid  Geometry 
Senior  Grammar 
Freehand  Drawing 


Note:  A  choice  of  electives  in  this  course  should  not  be  made  without  consulting 
the  principal  as  to  their  sequence.  From  above  electives,  at  least  one  year  of  Science 
and  one  year  of  History  must  be  chosen  and  if  Greek  and  Roman  History  is  not 
chosen,  General  History  must  be  chosen  in  the  second  year.  Language  means  French, 
German,  Latin,  Norwegian,  or  Srvedish,  and  in  First  Year,  English  Grammar.  A 
Modern  Language,  if  elected,  should  be  taken  two  years.  The  following  combinations 
in  First  Year  are  not  permitted:  Freehand  Drawing  and  Sewing,  Freehand  Drawing 
and  Cooking,  Manual  Training  and  Sewing. 


152 


HIGH  SCHOOLS 


COMMERCIAL  COURSE 


FIRST  YEAR. 


FIRST    SEMESTER. 


SECOND    SEMESTER. 


English  I 
Penmanship  I 
Etymology  and  Spelling 
Elementary  Algebra  I 


English  III 

Commercial  Arithmetic  II 
Commercial  Geography  I 
General   History  I 

English  V 
Commercial  History  I 


English  II 

Penmanship  and  Spelling  H 
English  Grammar  or  Algebra 
Commercial  Arithmetic  I 


II 


SECOND  YEAR. 

English  IV 

Elementary  Bookkeeping  (2  periods "> 
Commercial  Geography  H 
General  History  II 

THIRD  YEAR. 

English  VI 
Commercial  History  II 


Select  two  ■ 


Stenography  and  Type- 
writing   (2   periods) 
Advanced  Bookkeeping 
Modern  Language  Select  two 

Botany  I 
Physics  I 
Plane  Geometry  I 

FOURTH  YEAR. 


Stenography  and   Type- 
writing   (2    periods) 
Accounting 
Modern   Language 
Botany  II 
Physics  H 
Plane  Geometry  H 


Business  Correspondence 
Civics 

'Stenography  and  Type- 
writing   (2    periods) 
Modern  Language 
Select  two       Industrial  History  of 
United   States 
Chemistry  I 
Advanced  Algebra 
English  Literature  I 


Business  Composition  and  Literature 
Commercial  Law 

'  Stenography 
Typewriting    (2  peri- 
ods) 
Select  two     Modern  Language 
Chemistry  H 
Sohd  Geometry 
English  Literature  II 
Economics 


Note  :  A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Modern  Language  means  French,  Ger- 
man, Norwegian,  or  Swedish;  and  if  elected  should  be  taken  two  years. 


COURSE  OF  STUDY 


153 


MANUAL  TRAINING  COURSE 


FIRST  YEAR. 


FIRST    SEMESTER. 

English  I 

Mechanical  Drawing  and  Wood 

Joinery 
Elementary  Algebra  I 
Select  one     (  Greek   History 
( Language 


English  III 

Mechanical  Drawing  (2  periods) 

Plane  Geometry  I 


SECOND    SEMESTER. 

English  II 

Mechanical    Drawing    and    Cabinet 

Work 
Elementary  Algebra  II 
Select  one     5  Roman  History 
[  Language 

SECOND  YEAR. 

English  IV 

Turning  and  Pattern  Work  (2  peri- 
ods) 
Plane  Geometry  H 


[Mediaeval  History 
Select  one     ]  Language 

I  Physical  Geography  I 
[  General  History  I 


f  Modern  History 
Select  one     |  Language 

1  Physical  Geography  H 
[  General  History  H 


English  V 

Machine  or  Architectural  Draw 
ing  (2  periods) 


THIRD  YEAR. 

English  VI 

Forge  Work  (2  periods) 


Select  two 


English  History  I 

Language 

Botany  I 

Physics  I 

Chemistry  I 

Commercial    Geography 


Select  two 


English   History  H 
Language 
Botany  H 
Physics    II 
Chemistry  II 
Commercial  History 


Advanced  Machine  or  Architectural 
Drawing  (2  periods) 


Select  three 


FOURTH  YEAR. 
Machine  Shop  Practice  or  Carpen- 
try (2  periods) 

U.    S.    History 
Language 
Botany  I 
Physics  I 
Chemistry  I 
Advanced  Algebra 
English  Literature  I 
Industrial    History    of 

■United  States 
^  Economics 

A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Language  means  French,  German_ 
Norwegian,  or  Swedish,  and  in  First  Year,  English  Grammar.  A  Modern 
Language,  if  elected,  should  be  taken  two  vears. 


Select  three 


Note: 


Civics 
Language 
Botany  II 
Physics  II 
Chemistry  H 
Solid  Geometry 
English  Literature  II 
Commercial  Law 


154 


HIGH  SCHOOLS 


HOME  ECONOMICS  COURSE 


FIRST  YEAR. 


FIRST    SEMESTER, 


SECOND    SEMESTER. 


English  1 

Sewing  and  Applied  Design 


Select  two 


I  Language 

J  Greek   History 

1  Elementary  Algebra  I 

[  Freehand  Drawing  I 


English  II 

Cooking  and  Applied  Science 

{Language 
Roman  History 
Elementary  Algebra  II 
Freehand  Drawing  II 


SECOND  YEAR. 


English  III 

Sewing  and  Applied  Design 

Mediaeval   History 

Language 
Select  two    \  Physical  Geography  I 

Plane  Geometry  I 

General  History  I 


English  IV 

Cooking  and  Applied  Science 

Modern    History 

Language 
Select  two  \  Physical    Geography 

Plane  Geometry  II 

General   History   II 


II 


THIRD  YEAR. 


English   V 

Sewing  and  Applied  Design 

r  English  History  I 
I  Language 
Select  two     J  Botany    I 
Physics  I 
Commercial   Geography 


English  VI 

Cooking  and  Applied  Science 
English   History 
Language 
Botany  II 
Physics   II 


Select  two 


II 


Commercial    History 


FOURTH  YEAR. 

English  Literature  II 
Cooking  and  Applied  Science 


English  Literature  I 

Sewing  and  Aoplied  Design 
fU.  S.  History 

Industrial  History  of  f  Civics 

United  States  Senior  Grammar 

Language  Language 

Select  two       Botany  I  Select  two  ^  Botany  II 

Physics  I  I  Physics  II 

Chemistry  I  Chemistry  II 

Advanced  Algebra  Solid  Geometry 

Economics  [  Commercial  Law 
Senior  Arithmetic 

Note  :  A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Language  means  French,  German,  Latin, 
Norwegian,  or  Sivedish,  and  in  First  Year,  English  Grammar.  A  Modern 
Language,  if  elected,  should  be  taken  two  years. 


COURSE  OF  STUDY 


155 


ARTS  COURSE 


FIRST    SEMESTER. 

English  I 
Music  or  Art 

f  Language 
Select  two    \  Greek   History 


[  Elementary  Algebra  I 


FIRST  YEAR. 

SECOND    SEMESTER. 

English  II 
Music  or  Art 

r  Language 
Select  two    \  Roman    History 


[  Elementary  Algebra  II 


SECOND  YEAR. 
English  IV 
Music  or  Art 


English  III 
Music  or  Art 

Mediaeval  History 
Language 
Select  two    -j  Physical  Geography  I    Select  two 
I  Plane  Geometry  I 
[General  History  I 


Modern  History 

Language 

Physical    Geography    II 

Plane  Geometry  II 

General  History  II 


THIRD  YEAR. 


English  V 
Music  or  Art 


English  VI 
Music  or   Art 


Select  two 


English  History  I 

Language 

Botany  I  Select  two 

Physics   I 

Commercial    Geography 


II 


English  History 
Language 
Botany  II 
Physics  II 
Commercial   History 


FOURTH  YEAR. 


English  Literature  I 
Music  or  Art 


English  Literature  II 
Music  or  Art 


Select  two 


'Industrial  History  of 

United  States 
U.  S.  History 
Language 
Botany  I 
Physics  I 
Chemistry  I 
Advanced  Algebra 
Economics 
Senior  Arithmetic 


Select  two 


'  Civics 

Senior  Grammar 
Language 
Botany  II 
Physics  II 
Chemistry  II 
Solid  Geometry 


Note:  A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Language  means  French,  German, 
Latin,  Norwegian,  or  Swedish,  and  in  First  Year,  English  Grammar.  A 
Modern  Language,  if  elected,  should  be  taken  two  years. 


156 


HIGH  SCHOOLS 


LATIN  COURSE 


FIRST  YEAR. 


FIRST    SEMESTER. 

English  I 
Latin  Grammar  I 
Elementary  Algebra  I 
Greek  History 


III 


SECOND    SEMESTER. 

English  II 
Latin  Grammar  II 
Elementary  Algebra  II 
Roman  History 


SECOND  YEAR. 


English 
Caesar  I 

Plane  Geometry  I 
Select  one     (  Mediaeval  History 
I  Modern  Language 


English  IV 
Caesar   II 

Plane  Geometry  II 
Select  one     (  Modern  History 
[  Modern  Language 


THIRD  YEAR. 


English  V 
Cicero  I 


Select  two 


English  History  I 
Modern  Language 
Botany  I 
.  Physics  I 


English  VI 

Cicero  II 

English  History  II 
Modern  Language 

Select  two    \  Botany  II 
[  Physics  II 


FOURTH  YEAR. 


English  Literature  I 
Vergil  I 


English  Literature  II 
Vergil   II 


U.  S.  History 
Modern  Language 
Select  two    J  Botany  I 
Physics  I 
Chemistry  I 
Advanced  Algebra 


Select  tzvo 


f  Civics 

I  Modern  Language 

I  Botany  II 

I  Physics  II 

I  Chemistry  II 

[  Solid  Geometry 


Note:  A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Modern  Language  means  French,  Ger- 
man, Norwegian,  or  Szvedish.  A  Modern  Language,  if  elected,  should  be 
taken  two  years. 


COURSE  OF  STUDY 


157 


MODERN    LANGUAGE    COURSE 


FIRST    SEMESTER. 

English  I 

Modern  Language  I 
Elementary  Algebra  I 
Greek  History 


English  III 
Modern  Language  III 
Plane  Geometry  I 
Mediaeval  History 


FIRST  YEAR. 

SECOND    SEMESTER. 

English    II 
Modern  Language  II 
Elementary   Algebra   II 
Roman  History 

SECOND  YEAR. 

English  IV 
Modern  Language  IV 
Plane  Geometry  II 
Modern  History 


THIRD  YEAR. 


English   V 

Modern  Language  V 

r  English    History    I 
Language  I 
Select  two    \  Botany  I 

[  Physics  I 


English  VI 

Modern  Language  VI 

'English  History  II 
Language  II 
Select  two    \  Botany  II 

[Physics  II 


English  Literature  I 

Modern  Language  VII 

U.  S.  History 
Language  I  or  III 

Select  two       Botany  I 
Physics  I 
Chemistry  I 
^  Advanced  Algebra 


FOURTH  YEAR. 

English  Literature  II 
Modern  Language  VIII 
Civics 


Select' tzvo 


Language  II  or  IV 
Botany  II 
Physics  II 
Chemistry  II 
_  Solid  Geometry 


Note:  A  choice  of  electives  should  not  be  made  without  consulting  the 
principal  as  to  their  sequence.  A  Language  means  French,  German,  Latin, 
Norwegian,  or  Swedish.  A  Modern  Language  will  not  be  offered  the 
Fourth  Year  unless  the  number  of  students  is  sufficient  to  warrant  it.  If 
an  additional  Modern  Language  is  chosen  as  an  elective,  it  should  be  taken 
two  years. 


158  HIGH  SCHOOLS 

GENERAL  REGULATIONS 

I.  School  Year. 

The  school  year  is  forty  weeks  in  length,  with  vacations  of  two 
weeks  at  Christmas  and  of  one  week  at  Easter.  School  begins  the  first 
week  in  September  and  closes  the  third  week  in  June. 

II.  Daily  Session. 

The  daily  session  is  planned  to  open  at  8  :30  a.  m.,  and  continue  for 
seven  periods  of  forty-five  minutes  each,  closing  at  2:30.  Ample  time 
is  thus  given  for  students  to  secure  lunch,  the  fifth  period  being  length- 
ened  for   this  purpose. 

III.  Admission. 

Pupils  are  qualified  for  admission  who  have  completed  the  eighth 
grade  of  the  Minneapolis  schools  or  of  any  public  school  system  of 
like  grade.  All  other  candidates  are  required  to  pass  satisfactory 
examinations  in  the  major  subjects.  Grammar  and  Arithmetic,  and  in 
either  U.  S.  History  or  Geography.  State  High  School  Board  certifi- 
cates will  be  accepted  in  lieu  of  examinations  in  these  subjects. 

IV.  Advanced  Standing. 

To  secure  advanced  standing,  pupils  must  pass  examinations  in  all 
subjects  in  which  they  desire  credit,  or  must  present  State  High  School 
Board  certificates,  or  must  present  credentials  showing  that  the  work 
has  been  completed  satisfactorily  in  another  accredited  high  school 
or  academy. 

V.  Graduation. 

To  graduate,  a  student  must  have  obtained  satisfactory  grades  in  a 
regular  four  years'  course,  making  thirty-two  credits,  a  credit  being 
one  semester's  work  in  any  subject,  where  five  recitations  per  week  or 
the  equivalent,  are  required.  But  credit  cannot  be  given  for  a  single 
semester's  work  in  subjects  requiring  one  year  or  more  for  comple- 
tion, except  by  special  action  of  the  Board  of  Appeals,  consisting  of 
the   Superintendent  and   the   five   high   school   principals. 

Students  may  change  their  course  of  study,  on  application  of  parent 
or  guardian,  but  any  essential  back  studies  in  the  new  course  must  be 
completed  in  order  to  graduate. 

Where  students  are  in  delicate  health,  or  for  any  other  unusual' 
cause,  on  application  from  parent  or  guardian,  a  course  will  be  out- 
lined, requiring  more  than  four  years  for  graduation,  but  less  than  the 
four  subjects  ordinarily  required  each  semester. 

At  least  one  semester's  attendance  in  a  Minneapolis  high  school  is 
required   for  graduation. 

VI.  Special  Course. 

For  students  of  mature  years,  a  special  course  will  be  outlined,  re- 
quiring two  or  three  years   for  completion,  as  may  be  desired,  with 


GENERAL  REGULATIONS  159 

special  opportunities  for  mastering  commercial  and  industrial  subjects. 
Upon  completion  of  this  course,  a  certificate  may  be  given,  showing  the 
work  accomplished  but  the  regular  diploma  shall  not  be  given  unless 
the  complete  requirements  for  graduation  have  been  satisfied. 

VII.  Passing  Grade. 

The  passing  grade  in  all  subjects  shall  be  75  per  cent  on  a  scale  of 
100.  Work  of  this  grade  shall  be  considered  as  conditional  only,  and 
no  student  shall  be  considered  really  efficient  unless  his  grade  reaches  a 
minimum  of  80.  Graduates  shall  not  be  recommended  for  entrance  to 
the  University  of  Minnesota  unless  their  average  for  the  four  years 
has  been  80  per  cent  or  better. 

VIII.  Monthly  Reports. 

V     Monthly  reports  are   sent   to  the  parent  or  guardian,   showing  the 
pupil's  record  in  scholarship  and  attendance. 

IX.  Examinations. 

Examinations  and  tests  are  required  in  all  subjects  to  be  given  at 
the  discretion  of  the  teacher  in  charge,  with  the  approval  of  the  prin- 
cipal;  it  is  suggested  that  these  be  given  at  least  once  each  month, 
and  upon  the  completion  of  each  definite  phase  of  a  subject. 

X.  Additional  Subjects. 

A  student  may  be  allowed  to  carry  one  additional  subject,  provided 
his  average  standing  of  the  four  subjects  carried  for  the  preceding 
semester  was  85  or  above. 

A  student  may  not  drop  a  subject,  when  carrying  the  regulation  num- 
ber of  studies,  except  in  case  of  sickness,  unless  double  recitation  time 
is  given  to  some  one  of  the  remaining  subjects. 

XI.  Honors  and  Prizes. 

Students  averaging  90  per  cent  in  all  subjects  for  the  four  years  of 
the  course  are  named  as  honor  students,  the  highest  being  valedictorian, 
and  the  next  highest  salutatorian.  Grades  attained  in  another  high 
school  may  be  credited  toward  honors,  provided  that  the  grades  made 
in  the  Minneapolis  schools  average  at  least  as  high. 

Prizes  are  offered  as  follows  : 

1.  The  Swedish  Prize  of  $15,  which  is  offered  by  the  Society  for 
the  Encouragement  of  the  Study  of  Swedish  in  the  United  States,  to 
the  student  ranking  highest  in  the  study  of  Swedish. 

2.  The  Journal  Prise,  consisting  of  a  gold  medal  valued  at  $25, 
which  is  offered  by  the  Minneapolis  Journal  to  the  pupil  in  each  high 
school  making  the  best  scholarship  and  conduct  record. 

3.  The  Stockwell  Prize — first,  $15,  and  second,  $10 — offered  annually 
by  Mr.  S.  A.  Stockwell  for  best  essays  on  some  subject  chosen  by  him. 

4.  Other  special  prizes  are  offered  in  the  different  high  schools. 
Prizes   can   be   offered   only   upon   special    action   of    th^  Board   of 

Education. 


160  HIGH  SCHOOLS 

XII.  Athletics. 

Students  may  not  participate  in  competitive  athletics  unless  at  the 
time  of  the  contest  they  are  doing  passing  work  in  at  least  three 
regular  subjects,  and  unless  they  have  been  in  residence  in  the  school 
they  represent  for  the  preceding  semester,  and  have  passed  in  at  least 
three  subjects  during  this  semester.  Other  rules  will  be  found  on  the 
special  bulletin  governing  athletics. 

XIII.  Transfers  Between  Schools. 

Transfers  between  schools  will  be  granted  subject  to  the  following 
conditions : 

1.  No  pupil  shall  be  allowed  to  attend  any  high  school  other  than 
the  one  in  the  district  in  which  his  parents  reside,  except  the  high 
school  of  an  adjoining  district.  Thus,  no  pupil  can  be  transferred 
from  the  North  to  the  South,  or  from  the  East  to  the  West  high 
schools. 

2.  No  pupil  shall  be  allowed  to  attend  any  high  school  other  than 
the  school  of  his  own  district  until  a  regular  Special  Transfer  is  in 
the  hands  of  the  receiving  Principal.  No  verbal  message  or  written 
note  can  be  accepted  in  lieu  of  the  required  Special  Transfer. 

3.  No  high  school  Principal  shall  be  required  to  honor  any  Special 
Transfer  if  there  are  substantial  reasons  why  he  should  not  do  so. 
A  Special  Transfer  may  be  revoked  by  the  receiving  Principal  when 
this  action  is  deemed  necessary  for  the  best  interest  of  the  schools. 

4.  No  Special  Transfer  for  use  during  any  school  year  shall  be 
issued  before  the  first  day  of  that  school  year.  No  Special  Transfer 
is  valid  beyond  the  year  in  which  it  is  issued. 

5.  Any  high  school  pupil  who  has  completed  the  work  of  the 
first  three  years  of  the  high  school  course  of  study  may  be  allowed 
to  continue  in  the  school  attended  last  year,  without  a  Special  Transfer. 

XIV.  Suggestions  for  Successful  Work. 

In  general  it  may  be  said  that  regular  attendance  and  punctuality  are 
absolutely  essential  to  success.  Parents  who  allow  their  children  to 
remain  out  of  school  for  trivial  reasons  may  expect  them  to  fail. 
Parents  who  condone  tardiness  and  dilatory  conduct  on  the  part  of 
their  children,  may  expect  to  find  them  backward  in  the  dispatch  of 
their  school  duties.  It  is  well  understood  that  social  distractions  are 
fatal  to  successful  school  work,  and  parents  who  do  not  see  that  their 
children  are  at  home  every  school  night  may  expect  a  poor  report  card 
at  the  end  of  the  month. 

XV.  Home  Study. 

Home  study  is  necessary.  It  is  difficult  to  lay  down  an  absolute 
rule,  but  in  general  it  may  be  said  that  unless  the  pupil  is  doing  sys- 
tematic home  study  for  a  part  of  each  afternoon  or  evening,  or  both, 
the  pai^nt  should  communicate  at  once  with  the  school  authorities,  for 
the  pupil   is  not   meeting  the  school   requirements. 


GENERAL  REGULATIONS  161 

XVI.  Fraternities. 

"No  pupil  attending  any  Public  High  School  or  any  other  Public 
School  in  the  City  of  Minneapolis  while  so  attending  shall  continue 
to  be  a  member  of  any  secret  Fraternity  or  Society  heretofore  formed 
wholly  or  partially  from  the  membership  of  such  schools ;  nor  shall 
any  such  pupil  solicit  any  other  pupil  to  become  a  member  of  such 
Fraternity  or  Society.  And  no  such  Fraternity  or  Society  shall  here- 
after be  formed  from  the  membership  of  such  schools,  or  exist  in  any 
public  school  of  said  city,  except  upon  the  written  request  of  the 
Principal  of  such  school,  which  request  must  be  endorsed  by  the  Su- 
perintendent and  approved  by  the  Board  of  Education  at  a  regular 
meeting  of  such  Board,  and  any  pupil  violating  any  of  the  provisions 
of  this  rule  may  be  suspended  or  dismissed  from  such  school,  or 
prevented  from  graduating  or  participating  in  school  honors  when,  if 
after  investigation,  in  the  judgment  of  such  Directors  or  a  majority 
of  them,  such  pupil  or  pupils  are  guilty  of  violating  any  of  the  pro- 
visions  of  this   rule." 

XVII.  Class  Organizations. 

Permanent  class  organizations  are  not  permitted  below  the  Junior 
year,  and  no  organization  shall  be  made  except  by  special  authority 
of  the  Principal,  and  subject  to  the  rules  of  the  Board  of  Education. 
No  student  shall  be  eligible  to  any  class  office  or  membership  on  any 
committee  who  is  under  discipline  or  not  doing  passing  work,  or  is  not 
prompt  in  meeting  financial  obligations,  or  who  has  not  the  full  number 
of  credits  required  of  his  class. 

No  class  meeting  or  other  meeting  of  students  shall  be  held  in  a 
high  school  building  without  permission  of  the  Principal. 

All  class  funds  or  funds  of  any  school  organization  shall  be  handled 
only  by  a  teacher  or  student  who  is  approved  by  the  Principal  or  desig- 
nated by  him.  All  moneys  received  shall  be  properly  receipted  for  and 
none  paid  out  except  upon  proper  written  order  of  persons  approved 
by  the  Principal.    All  accounts  shall  be  properly  audited. 


162  HIGH  SCHOOLS 

LIST  OF  BOOKS 
Used  in  the  High  Schools 
Mathematics  : 

Milne's  First  Year  Algebra. 

Hawkes,  Luby,  and  Teuton's  Second  Course  in  Algebra. 
Wentworth's   Plane  Geometry    (Revised  by  Wentworth  and   Smith). 
Milne's  Solid  Geometry. 
English  : 

Webster's  English  for  Secondary  Schools, 
Mead's    English    Grammar. 
Long's  English  Literature. 
Readings  from  the  following : 

Old  Greek  Folk  Stories — Peabody Houghton,  Mifflin  Co. 

Homer's  Odyssey— Palmer Houghton,  Mifflin  Co. 

Lady  of  the  Lake— Scott Houghton,  Mifflin  Co. 

Vision  of  Sir  Launfal — Lowell Houghton,  Mifflin  Co. 

Prose  Literature  for  Secondary  Schools — 

Ashmun    Houghton,  Mifflin  Co. 

Lincoln's  Gettysburg  Speech Houghton,  Mifflin  Co. 

Abraham  Lincoln — Schurz Houghton,  Mifflin  Co. 

Sesame  and  the  Lilies — Ruskin Houghton,  Mifflin  Co. 

Autobiography  of   Franklin Houghton,  Mifflin  Co. 

Paradise  Lost — Milton  Houghton,.  Mifflin  Co. 

Pilgrim's    Progress — Bunyan Houghton,  Mifflin  Co. 

Idyls  of  the  King — Tennyson Houghton,  Mifflin  Co. 

Homer's  Iliad — Palmer Houghton,  Mifflin  Co. 

Mosses  from  an  Old  Manse — Hawthorne 

Houghton,  Mifflin  Co. 

Sohrab   and   Rustum — Arnold Houghton,  Mifflin  Co. 

Washington's  Farewell  Address  and 

Webster's  Bunker  Hill  Oration Houghton,  Mifflin  Co. 

Adams  and  Jefferson  and  Bunker  Hill 

Orations — Webster    Houghton,  Mifflin  Co. 

The   Gentle  Boy — Hawthorne Houghton,  Mifflin  Co. 

Tales  of  a  Wayside  Inn — Longfellow.  .Houghton,  Mifflin  Co. 

A   Christmas   Carol — Dickens Houghton,  Mifflin  Co. 

Conciliation   with  America — Burke.  ..  .Scott,  Foresman  &  Co. 
Shakespeare's  Plays :  Scott,  Foresman  &  Co. 

As  You  Like  It. 
Hamlet. 
Macbeth.    . 
King  Lear. 
Twelfth  Night. 
Emerson's  Essays— Heydrick Scott,  Foresman  &  Co. 


LIST  OF  BOOKS  163 

Twelve  Centuries  of  English  Poetry 

and  Prose — Newcomer  &  Andrews. Scott,  Foresman  &  Co. 

Poems  and  Tales — Poe Scott,  Foresman  &  Co. 

Essay  on   Burns — Carlyle Scott,  Foresman  &  Co. 

Life  of  Johnson — Macaulay Scott,  Foresman  &  Co. 

lyanhoe — Scott Longmans,  Green  &  Co. 

Treasure  Island — Stevenson  Longmans,  Green  &  Co. 

Sir  Roger  de  Coverly  Papers — Addi- 
son     Longmans,  Green  &  Co, 

Sketch  Book — Irving   Longmans,  Green  &  Co. 

Golden    Treasury — Palgrave Macmillan  Co. 

A  Tale  of  Two  Cities — Dickens Ginn  &  Co. 

David  Copperfield — Dickens  Ginn  &  Co. 

Henry  Esmond — Thackeray    Ginn  &  Co. 

Silas  Marner — Eliot D.  Appleton  &  Co. 

Poems — Longfellow Cassell  &  Co, 

Narrative  and  Lyric  Poems — Seward Henry  Holt  &  Co'. 

History,  etc.  : 

Morey's  Outlines  of  Greek  History. 
Morey's  Outlines  of  Roman  History. 
West's  Modern  History. 
Colby's  Outlines  of  General  History. 
Andrews'  English  History. 

Channing's  Students'  History  of  United  States. 
James  and  Sanford's  Government  in  State  and  Nation. 
Bullock's  Elements  of  Economics. 
Science  : 

Salisbury,  Barrows  and  Tower's  Elements  of  Geography. 
Bergen  and  Caldwell's  Practical  Botany. 
Brownlee's  (et  al.)  First  Principles  of  Chemistry. 
Millikan  and  Gale's  First  Course  in  Physics. 
Commercial: 

Van  Tuyl's  Complete  Business  Arithmetic. 

Williams  and  Roger's  Modern  Illustrative  Bookkeeping. 

Kimball's  Business  Speller. 

Belding's  Commercial  Correspondence, 

Robinson's   Commercial   Geography    (for  one-year  course). 

Redway's  Commercial  Geography    (for  half-year  course). 

Day's  History  of   Commerce. 

Gano's  Commercial   Law. 

Gregg's  Shorthand  Manual. 

Gregg's  Speed  Practice. 

Musick's  Universal  Dictation  for  Gregg  Shorthand. 

Cutler  and    Sorelle's   Rational   Typewriter   Course. 


164  HIGH  SCHOOLS 

French  : 

Fraser  and  Squair's  French  Grammar  (shorter  course). 
Aldrich  and  Foster's  French  Reader. 
Frangois'  Advanced    Prose   Composition. 
Readings  from  the  following 

Le  Frangais  et  sa  Patrie — Talbot Benj.  Sanborn  &  Co. 

Le  Tour  de  la  France — Bruno American  Book  Co. 

Contes  et  Legendes — Guerber American  Book  Co. 

La  Mere  Michel  et  Son  Chat — La  Bedolliere 

American  Book  Co. 

Le  Cure  de  Tours— Balzac D.  C.  Heath  &  Co. 

Scenes  de  la  Revolution  Francaise — Lamartine 

D.  C.  Heath  &  Co. 

L'Abbe  Constantin— Halevy Henry  Holt  &  Co. 

La  Belle  Nivernaise  and  other  stories — Daudet 

American  Book  Co. 

Les  Miserables— Hugo D.  C.  Heath  &  Co. 

La  Mare  au  Diable— Sand D.  C.  Heath  &  Co. 

Douze  Contes  Nouveaux — La  Fontaine.  ..  .American  Book  Co. 

Tartarin  de  Tarascon — Daudet American  Book  Co. 

La  Petite  Fadette— Sand D.  C.  Heath  &  Co. 

Pecheur  dTslande— Loti D.  C.  Heath  &  Co. 

Huit  Contes  Choisis — Maupassant D.  C.  Heath  &  Co. 

Fifty  Fables — La  Fontaine American  Book  Co. 

Le  Roi  des  Montagues — About D.  C.  Heath  &  Co. 

L'Avare — Moliere Ginn  &   Co. 

Athalie— Racine D.  C.  Heath  &  Co. 

Hernani — Hugo American   Book   Co. 

German  : 

Fraser  and  Van  der   Smissen's  German  Grammar. 
Bernhardt's  German  Composition. 
Pope's   German    Composition. 
Readings  from  the  following 

Gluck  Auf — Muller  and  Wenkebach Ginn  &  Co. 

Poems  for  Memorizing — Burkhard Henry  Holt  &  Co. 

Der  Weg  zum  Gluck— Bernhardt D.  C.  Heath  &  Co. 

Das  Peterle  von   Nurnberg — Bernhardt.  ..  .D.  C.  Heath  &  Co. 

Tmmensce — Storm Geo.  Wahr 

Im  Vaterland— Bacon Allyn  &  Bacon 

Moni    der    Geissbub — Spyri D.  C.  Heath  &  Co. 

Der  Fluch  der  Schonheit— Rhiel D.  C.  Heath  &  Co. 

Das  Spielmannskind — Rhiel American  Book  Co. 

Aus  Deutschen  Landen — Meissner Henry  Holt  &  Co. 

Der  Schwiegersohn — Baumbach. Henry  Holt  &  Co. 

Neid— Wildenbruch D.  C.  Heath  &  Co. 


LIST  OF  BOOKS  165 

Ernstes  und  Heiteres — Schrakamp American  Book  Co. 

Das  Edle  Blut— Wildenbruch D.  C.  Heath  &  Co. 

Writing  and  Speaking  German — Pope Henry  Holt  &  Co. 

Die  Jungfrau  von  Orleans — Schiller Ginn  &  Co. 

Wilhelm  Tell— Schiller Ginn  &  Co. 

Maria  Stuart — Schiller Henry  Holt  &  Co. 

Minna  von  Barnhelm — Lessing Ginn  &  Co. 

Flachsmann  als  Erzieher — Ernst Ginn  &  Co. 

Teja — Sudermann. Henry  Holt  &  Co. 

Harold— Wildenbruch Henry  Holt  &  Co. 

Die  Journalisten — Freytag Geo.  Wahr 

Der  Trompeter  von  Sakkingen — Scheffel Ginn  &  Co. 

Hermann  und  Dorothea — Goethe American  Book  Co. 

Iphigenie  auf  Tauris — Goethe Ginn  &  Co. 

Wallenstein — Schiller MacMillan   Co. 

Sessenheim — Goethe .D.  C.  Heath  &  Co. 

Waldheimat — Rosegger Ginn   &   Co. 

Ekkehard— Schefifel D.  C.  Heath  &  Co. 

Latin  : 

D'Ooge's  Latin  for  Beginners. 
Harkness'  Complete  Latin  Grammar  (Revised). 
Daniel's   Latin    Composition    (Revised  by   Brown). 
Harkness  and  Forbes'  Caesar. 
Harper  and  Gallup's  Cicero. 
Greenough  and  Kittredge's  Vergil. 
Norwegian  : 

Maren  Michelet's  First  Year  Norse. 
Readings  from  the  following 

Holvik's  Norse  Book. 

Jens  Hareid's  Norges  Historic. 

Laesebok  in  Morsmaalet. 

Magnussen's   Danish,   Norse,   English  Dictionary. 

Wergeland.    D.  F.  Knutson's  utvalg  av  Norsk  Literatur. 

And  others. 
Swedish  : 

Fort's  Elementary  Swedish  Grammar. 
Readings   from  the   following 

Grimberg's  Sveriges  Historia  Vols.  I,  H,  HI  and  IV. 

Selma    Lagerlof's    Nils    Holgerson's    underbara    resa    genom 
Sverige,   Parts  I  and  H. 

Selma  Lagerlof's  Eu  Herrgardssagen. 

And  others. 
Music:  ,  .      '       . 

Beacon's  Song  Collections,  Nos.  1  and  2. 
School  Songs  with  College  Flavor. 
And  others. 


166  COURSE  OF  STUDY 

INDEX. 

PAG£ 

ARITHMETIC    63-  72 

First    Grade    63 

Second    Grade    63 

Third  Grade   65 

Fourth  Grade  67 

Fifth    Grade    69 

Sixth    Grade     70 

Seventh    Grade    70 

Eighth    Grade    71 

ARTS    COURSE 155 

BOOKS  USED  IN  THE  ELEMENTARY  GRADES 134-144 

First  Grade 134 

Second   Grade .' 134 

Third  Grade   135 

Fourth    Grade    137 

Fifth   Grade    138 

Sixth  Grade    140 

Seventh    Grade    141 

Eighth    Grade    143 

BOOKS  USED  IN  THE  HIGH  SCHOOLS 162-165 

COMMERCIAL  COURSE    152 

DOMESTIC   ART 119-121 

Sixth   Grade   119 

Seventh    Grade    120 

Eighth   Grade  121 

DOMESTIC   SCIENCE    122-126 

Seventh    Grade    122 

Eighth  Grade    124 

DRAWING  AND   HAND  WORK 116-118 

ENGLISH     10-61 

FOREWORD    2 

GENERAL   COURSE    151 

GENERAL    ORGANIZATION 3-     4 

Classification    3 

School    Year 3 

Daily    Session    3 

Rest  and   Physical  Training   Periods 4 

Industrial  Periods  in  Elementary  Grades 4 

GENERAL  REGULATIONS   (High  School) 158 

GEOGRAPHY  AND   NATURE  STUDY 73-  80 

Second   and   Third    Grades 73 

Fourth  Grade   75 

Fifth   Grade    77 

Sixth   Grade 78 

Seventh    Grade    79 

Eighth    Grade    80 

HIGH    SCHOOL   COURSES 146-165 

HISTORY    AND    CIVICS 81-93 

Fourth   Grade   81 


COURSE  OF  STUDY  167 

PAGE 

Fifth    Grade    84 

Sixth   Grade    84 

Seventh  Grade  86 

Eighth  Grade 91 

HOME    ECONOMICS    COURSE 154 

HYGIENE     103-115 

First  and  Second  Grades 103 

Third  Grade   103 

Fourth    Grade 104 

Fifth    Grade    106 

Sixth  Grade   107 

Seventh    Grade    108 

Eighth    Grade    Ill 

References     114 

KINDERGARTEN  COURSE   6-    9 

LANGUAGE  AND   GRAMMAR 40-61 

General  Outline  of  Work 40 

First    Grade    42 

Second    Grade    44 

Third    Grade    46 

Fourth   Grade  48 

Fifth    Grade    51 

Sixth   Grade    54 

Seventh  Grade  56 

Eighth  Grade    58 

LATIN  COURSE   156 

MANUAL  TRAINING 127-133 

Mechanical  Drawing  127 

Shop     131 

MANUAL  TRAINING  COURSE 153 

MODERN  LANGUAGE  COURSE 157 

MUSIC 94-95 

PENMANSHIP   62 

PHYSICAL   TRAINING    96-102 

First   Grade    96 

Second   Grade    97 

Third   Grade    97 

Fourth    Grade    98 

Fifth    Grade 99 

Sixth   Grade    100 

Seventh    Grade    101 

Eighth    Grade 101 

READING  AND  LITERATURE 10-39 

General  Outline  of  Work 11 

First    Grade    13 

Second   Grade    15 

Third  Grade 19 

Fourth    Grade    23 

Fifth   Grade    26 

Sixth   Grade    30 

Seventh    Grade    33 

Eighth  Grade 36 

SPELLING — See  Word  Study  under  Language. 

TIME   SCHEDULE  5 


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